Overview
Dataset statistics
| Number of variables | 74 |
|---|---|
| Number of observations | 5142 |
| Missing cells | 146238 |
| Missing cells (%) | 38.4% |
| Duplicate rows | 0 |
| Duplicate rows (%) | 0.0% |
| Total size in memory | 27.2 MiB |
| Average record size in memory | 5.4 KiB |
Variable types
| Numeric | 9 |
|---|---|
| Categorical | 12 |
| Text | 48 |
| Unsupported | 2 |
| DateTime | 1 |
| Boolean | 2 |
DOI Link has constant value "0.0" | Constant |
Highly Cited Status has constant value "True" | Constant |
Hot Paper Status has constant value "False" | Constant |
Date of Export has constant value "2025-12-30" | Constant |
Web of Science Record has constant value "0" | Constant |
180 Day Usage Count is highly overall correlated with Book DOI and 6 other fields | High correlation |
Book DOI is highly overall correlated with 180 Day Usage Count and 10 other fields | High correlation |
Book Group Authors is highly overall correlated with 180 Day Usage Count and 7 other fields | High correlation |
Cited Reference Count is highly overall correlated with 180 Day Usage Count and 2 other fields | High correlation |
Document Type is highly overall correlated with Book Group Authors and 1 other fields | High correlation |
Language is highly overall correlated with Book DOI and 1 other fields | High correlation |
Number of Pages is highly overall correlated with 180 Day Usage Count and 4 other fields | High correlation |
Open Access Designations is highly overall correlated with Book DOI and 2 other fields | High correlation |
Publication Type is highly overall correlated with Book DOI and 5 other fields | High correlation |
Publication Year is highly overall correlated with 180 Day Usage Count and 2 other fields | High correlation |
Pubmed Id is highly overall correlated with Language and 5 other fields | High correlation |
Since 2013 Usage Count is highly overall correlated with 180 Day Usage Count and 5 other fields | High correlation |
Special Issue is highly overall correlated with Open Access Designations and 5 other fields | High correlation |
Supplement is highly overall correlated with 180 Day Usage Count and 6 other fields | High correlation |
Times Cited, All Databases is highly overall correlated with Book DOI and 6 other fields | High correlation |
Times Cited, WoS Core is highly overall correlated with Book DOI and 6 other fields | High correlation |
Web of Science Index is highly overall correlated with Book DOI and 2 other fields | High correlation |
Language is highly imbalanced (92.3%) | Imbalance |
Document Type is highly imbalanced (60.8%) | Imbalance |
Supplement is highly imbalanced (52.4%) | Imbalance |
Special Issue is highly imbalanced (92.1%) | Imbalance |
Book Authors has 5100 (99.2%) missing values | Missing |
Book Editors has 3818 (74.3%) missing values | Missing |
Book Group Authors has 4017 (78.1%) missing values | Missing |
Book Author Full Names has 5100 (99.2%) missing values | Missing |
Group Authors has 5140 (> 99.9%) missing values | Missing |
Book Series Title has 3911 (76.1%) missing values | Missing |
Book Series Subtitle has 5142 (100.0%) missing values | Missing |
Conference Title has 2751 (53.5%) missing values | Missing |
Conference Date has 2751 (53.5%) missing values | Missing |
Conference Location has 2751 (53.5%) missing values | Missing |
Conference Sponsor has 3453 (67.2%) missing values | Missing |
Conference Host has 4619 (89.8%) missing values | Missing |
Author Keywords has 457 (8.9%) missing values | Missing |
Keywords Plus has 2366 (46.0%) missing values | Missing |
Abstract has 164 (3.2%) missing values | Missing |
Affiliations has 290 (5.6%) missing values | Missing |
Reprint Addresses has 92 (1.8%) missing values | Missing |
Email Addresses has 454 (8.8%) missing values | Missing |
Researcher Ids has 1794 (34.9%) missing values | Missing |
ORCIDs has 1775 (34.5%) missing values | Missing |
Funding Orgs has 2820 (54.8%) missing values | Missing |
Funding Name Preferred has 2841 (55.3%) missing values | Missing |
Funding Text has 2826 (55.0%) missing values | Missing |
Cited References has 5142 (100.0%) missing values | Missing |
ISSN has 1667 (32.4%) missing values | Missing |
eISSN has 2585 (50.3%) missing values | Missing |
ISBN has 2737 (53.2%) missing values | Missing |
Journal Abbreviation has 1242 (24.2%) missing values | Missing |
Journal ISO Abbreviation has 2443 (47.5%) missing values | Missing |
Publication Date has 2766 (53.8%) missing values | Missing |
Volume has 2192 (42.6%) missing values | Missing |
Issue has 3041 (59.1%) missing values | Missing |
Part Number has 5133 (99.8%) missing values | Missing |
Supplement has 5125 (99.7%) missing values | Missing |
Special Issue has 4937 (96.0%) missing values | Missing |
Meeting Abstract has 5138 (99.9%) missing values | Missing |
Start Page has 1440 (28.0%) missing values | Missing |
End Page has 1440 (28.0%) missing values | Missing |
Article Number has 4175 (81.2%) missing values | Missing |
DOI has 950 (18.5%) missing values | Missing |
DOI Link has 950 (18.5%) missing values | Missing |
Book DOI has 5069 (98.6%) missing values | Missing |
Early Access Date has 3926 (76.4%) missing values | Missing |
Pubmed Id has 4979 (96.8%) missing values | Missing |
Open Access Designations has 3457 (67.2%) missing values | Missing |
Highly Cited Status has 5128 (99.7%) missing values | Missing |
Hot Paper Status has 5128 (99.7%) missing values | Missing |
doi_norm has 950 (18.5%) missing values | Missing |
Times Cited, WoS Core is highly skewed (γ1 = 39.49011734) | Skewed |
Times Cited, All Databases is highly skewed (γ1 = 40.13761972) | Skewed |
Unnamed: 0 is uniformly distributed | Uniform |
Unnamed: 0 has unique values | Unique |
UT (Unique WOS ID) has unique values | Unique |
Book Series Subtitle is an unsupported type, check if it needs cleaning or further analysis | Unsupported |
Cited References is an unsupported type, check if it needs cleaning or further analysis | Unsupported |
Cited Reference Count has 114 (2.2%) zeros | Zeros |
Times Cited, WoS Core has 1472 (28.6%) zeros | Zeros |
Times Cited, All Databases has 1307 (25.4%) zeros | Zeros |
180 Day Usage Count has 2249 (43.7%) zeros | Zeros |
Since 2013 Usage Count has 430 (8.4%) zeros | Zeros |
Reproduction
| Analysis started | 2026-01-14 11:00:37.242254 |
|---|---|
| Analysis finished | 2026-01-14 11:01:18.731627 |
| Duration | 41.49 seconds |
| Software version | ydata-profiling vv4.18.1 |
| Download configuration | config.json |
Variables
Unnamed: 0
Real number (ℝ)
Uniform Unique
| Distinct | 5142 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 2570.5 |
| Minimum | 0 |
|---|---|
| Maximum | 5141 |
| Zeros | 1 |
| Zeros (%) | < 0.1% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 257.05 |
| Q1 | 1285.25 |
| median | 2570.5 |
| Q3 | 3855.75 |
| 95-th percentile | 4883.95 |
| Maximum | 5141 |
| Range | 5141 |
| Interquartile range (IQR) | 2570.5 |
Descriptive statistics
| Standard deviation | 1484.5119 |
|---|---|
| Coefficient of variation (CV) | 0.57751872 |
| Kurtosis | -1.2 |
| Mean | 2570.5 |
| Median Absolute Deviation (MAD) | 1285.5 |
| Skewness | 0 |
| Sum | 13217511 |
| Variance | 2203775.5 |
| Monotonicity | Strictly increasing |
| Value | Count | Frequency (%) |
| 5141 | 1 | < 0.1% |
| 0 | 1 | < 0.1% |
| 1 | 1 | < 0.1% |
| 2 | 1 | < 0.1% |
| 3 | 1 | < 0.1% |
| 4 | 1 | < 0.1% |
| 5125 | 1 | < 0.1% |
| 5124 | 1 | < 0.1% |
| 5123 | 1 | < 0.1% |
| 5122 | 1 | < 0.1% |
| Other values (5132) | 5132 |
| Value | Count | Frequency (%) |
| 0 | 1 | |
| 1 | 1 | |
| 2 | 1 | |
| 3 | 1 | |
| 4 | 1 | |
| 5 | 1 | |
| 6 | 1 | |
| 7 | 1 | |
| 8 | 1 | |
| 9 | 1 |
| Value | Count | Frequency (%) |
| 5141 | 1 | |
| 5140 | 1 | |
| 5139 | 1 | |
| 5138 | 1 | |
| 5137 | 1 | |
| 5136 | 1 | |
| 5135 | 1 | |
| 5134 | 1 | |
| 5133 | 1 | |
| 5132 | 1 |
Publication Type
Categorical
High correlation
| Distinct | 4 |
|---|---|
| Distinct (%) | 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 251.2 KiB |
| J | |
|---|---|
| C | |
| B | 104 |
| S | 24 |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | C |
|---|---|
| 2nd row | B |
| 3rd row | C |
| 4th row | C |
| 5th row | C |
Common Values
| Value | Count | Frequency (%) |
| J | 2665 | |
| C | 2349 | |
| B | 104 | 2.0% |
| S | 24 | 0.5% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| j | 2665 | |
| c | 2349 | |
| b | 104 | 2.0% |
| s | 24 | 0.5% |
Most occurring characters
| Value | Count | Frequency (%) |
| J | 2665 | |
| C | 2349 | |
| B | 104 | 2.0% |
| S | 24 | 0.5% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| J | 2665 | |
| C | 2349 | |
| B | 104 | 2.0% |
| S | 24 | 0.5% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| J | 2665 | |
| C | 2349 | |
| B | 104 | 2.0% |
| S | 24 | 0.5% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| J | 2665 | |
| C | 2349 | |
| B | 104 | 2.0% |
| S | 24 | 0.5% |
Authors
Text
| Distinct | 4729 |
|---|---|
| Distinct (%) | 92.0% |
| Missing | 3 |
| Missing (%) | 0.1% |
| Memory size | 490.9 KiB |
Length
| Max length | 396 |
|---|---|
| Median length | 141 |
| Mean length | 38.615295 |
| Min length | 5 |
Unique
| Unique | 4442 ? |
|---|---|
| Unique (%) | 86.4% |
Sample
| 1st row | WeiguoZou |
|---|---|
| 2nd row | Repenning, A; Basawapatna, AR; Escherle, NA |
| 3rd row | Shih, WC |
| 4th row | Wu, SY |
| 5th row | Lu, CJ; Zhang, S; Chen, XQ |
| Value | Count | Frequency (%) |
| m | 1203 | 3.4% |
| a | 1117 | 3.2% |
| j | 892 | 2.5% |
| s | 842 | 2.4% |
| c | 722 | 2.1% |
| d | 596 | 1.7% |
| r | 529 | 1.5% |
| e | 513 | 1.5% |
| l | 475 | 1.4% |
| k | 475 | 1.4% |
| Other values (8296) | 27755 |
Most occurring characters
| Value | Count | Frequency (%) |
| 29980 | 15.1% | |
| , | 17403 | 8.8% |
| a | 12744 | 6.4% |
| ; | 12296 | 6.2% |
| e | 10033 | 5.1% |
| n | 8709 | 4.4% |
| i | 7779 | 3.9% |
| o | 7596 | 3.8% |
| r | 7412 | 3.7% |
| l | 5102 | 2.6% |
| Other values (71) | 79390 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 198444 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 29980 | 15.1% | |
| , | 17403 | 8.8% |
| a | 12744 | 6.4% |
| ; | 12296 | 6.2% |
| e | 10033 | 5.1% |
| n | 8709 | 4.4% |
| i | 7779 | 3.9% |
| o | 7596 | 3.8% |
| r | 7412 | 3.7% |
| l | 5102 | 2.6% |
| Other values (71) | 79390 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 198444 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 29980 | 15.1% | |
| , | 17403 | 8.8% |
| a | 12744 | 6.4% |
| ; | 12296 | 6.2% |
| e | 10033 | 5.1% |
| n | 8709 | 4.4% |
| i | 7779 | 3.9% |
| o | 7596 | 3.8% |
| r | 7412 | 3.7% |
| l | 5102 | 2.6% |
| Other values (71) | 79390 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 198444 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 29980 | 15.1% | |
| , | 17403 | 8.8% |
| a | 12744 | 6.4% |
| ; | 12296 | 6.2% |
| e | 10033 | 5.1% |
| n | 8709 | 4.4% |
| i | 7779 | 3.9% |
| o | 7596 | 3.8% |
| r | 7412 | 3.7% |
| l | 5102 | 2.6% |
| Other values (71) | 79390 |
Book Authors
Text
Missing
| Distinct | 21 |
|---|---|
| Distinct (%) | 50.0% |
| Missing | 5100 |
| Missing (%) | 99.2% |
| Memory size | 162.1 KiB |
Length
| Max length | 51 |
|---|---|
| Median length | 22 |
| Mean length | 14.261905 |
| Min length | 6 |
Unique
| Unique | 14 ? |
|---|---|
| Unique (%) | 33.3% |
Sample
| 1st row | Anonymous |
|---|---|
| 2nd row | Fonseca, D |
| 3rd row | Felicia, P |
| 4th row | Fonseca, D |
| 5th row | Ros, M |
| Value | Count | Frequency (%) |
| d | 12 | 10.4% |
| fonseca | 11 | 9.6% |
| m | 6 | 5.2% |
| ros | 4 | 3.5% |
| wang | 4 | 3.5% |
| ps | 4 | 3.5% |
| neumann | 3 | 2.6% |
| md | 3 | 2.6% |
| dion | 3 | 2.6% |
| l | 3 | 2.6% |
| Other values (49) | 62 |
Most occurring characters
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Book Editors
Text
Missing
| Distinct | 515 |
|---|---|
| Distinct (%) | 38.9% |
| Missing | 3818 |
| Missing (%) | 74.3% |
| Memory size | 236.3 KiB |
Length
| Max length | 455 |
|---|---|
| Median length | 118 |
| Mean length | 41.414653 |
| Min length | 3 |
Unique
| Unique | 312 ? |
|---|---|
| Unique (%) | 23.6% |
Sample
| 1st row | Kim, Y |
|---|---|
| 2nd row | Rich, PJ; Hodges, CB |
| 3rd row | Chang, T |
| 4th row | ACM |
| 5th row | Blackwell, A; Plimmer, B; Stapleton, G |
| Value | Count | Frequency (%) |
| m | 388 | 4.0% |
| j | 335 | 3.5% |
| a | 325 | 3.4% |
| s | 232 | 2.4% |
| r | 165 | 1.7% |
| g | 153 | 1.6% |
| c | 145 | 1.5% |
| t | 141 | 1.5% |
| d | 133 | 1.4% |
| lg | 121 | 1.3% |
| Other values (1695) | 7510 |
Most occurring characters
| Value | Count | Frequency (%) |
| 8324 | 15.2% | |
| , | 4805 | 8.8% |
| ; | 3517 | 6.4% |
| a | 3267 | 6.0% |
| e | 2789 | 5.1% |
| n | 2316 | 4.2% |
| r | 2312 | 4.2% |
| i | 2302 | 4.2% |
| o | 2281 | 4.2% |
| l | 1252 | 2.3% |
| Other values (46) | 21668 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 54833 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 8324 | 15.2% | |
| , | 4805 | 8.8% |
| ; | 3517 | 6.4% |
| a | 3267 | 6.0% |
| e | 2789 | 5.1% |
| n | 2316 | 4.2% |
| r | 2312 | 4.2% |
| i | 2302 | 4.2% |
| o | 2281 | 4.2% |
| l | 1252 | 2.3% |
| Other values (46) | 21668 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 54833 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 8324 | 15.2% | |
| , | 4805 | 8.8% |
| ; | 3517 | 6.4% |
| a | 3267 | 6.0% |
| e | 2789 | 5.1% |
| n | 2316 | 4.2% |
| r | 2312 | 4.2% |
| i | 2302 | 4.2% |
| o | 2281 | 4.2% |
| l | 1252 | 2.3% |
| Other values (46) | 21668 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 54833 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 8324 | 15.2% | |
| , | 4805 | 8.8% |
| ; | 3517 | 6.4% |
| a | 3267 | 6.0% |
| e | 2789 | 5.1% |
| n | 2316 | 4.2% |
| r | 2312 | 4.2% |
| i | 2302 | 4.2% |
| o | 2281 | 4.2% |
| l | 1252 | 2.3% |
| Other values (46) | 21668 |
Book Group Authors
Categorical
High correlation Missing
| Distinct | 25 |
|---|---|
| Distinct (%) | 2.2% |
| Missing | 4017 |
| Missing (%) | 78.1% |
| Memory size | 282.3 KiB |
| IEEE | |
|---|---|
| ACM | |
| Assoc Comp Machinery | |
| ASSOC COMP MACHINERY | |
| ASSOC COMPUTING MACHINERY | 41 |
| Other values (20) |
Length
| Max length | 41 |
|---|---|
| Median length | 35 |
| Mean length | 7.9093333 |
| Min length | 3 |
Unique
| Unique | 7 ? |
|---|---|
| Unique (%) | 0.6% |
Sample
| 1st row | Assoc Comp Machinery |
|---|---|
| 2nd row | IEEE |
| 3rd row | ACM |
| 4th row | IEEE |
| 5th row | IEEE |
Common Values
| Value | Count | Frequency (%) |
| IEEE | 436 | 8.5% |
| ACM | 386 | 7.5% |
| Assoc Comp Machinery | 100 | 1.9% |
| ASSOC COMP MACHINERY | 76 | 1.5% |
| ASSOC COMPUTING MACHINERY | 41 | 0.8% |
| Assoc Computing Machinery | 24 | 0.5% |
| ASEE | 14 | 0.3% |
| Destech Publicat Inc | 10 | 0.2% |
| IEEE Comp Soc | 6 | 0.1% |
| IEEE COMPUTER SOC | 5 | 0.1% |
| Other values (15) | 27 | 0.5% |
| (Missing) | 4017 |
Length
| Value | Count | Frequency (%) |
| ieee | 448 | |
| acm | 386 | |
| assoc | 246 | |
| machinery | 242 | |
| comp | 182 | |
| computing | 66 | 3.9% |
| destech | 15 | 0.9% |
| inc | 15 | 0.9% |
| publicat | 15 | 0.9% |
| asee | 14 | 0.8% |
| Other values (21) | 52 | 3.1% |
Most occurring characters
| Value | Count | Frequency (%) |
| E | 1510 | |
| C | 888 | 10.0% |
| A | 784 | 8.8% |
| M | 760 | 8.5% |
| I | 638 | 7.2% |
| 556 | 6.2% | |
| c | 319 | 3.6% |
| S | 273 | 3.1% |
| s | 272 | 3.1% |
| o | 271 | 3.0% |
| Other values (31) | 2627 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 8898 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| E | 1510 | |
| C | 888 | 10.0% |
| A | 784 | 8.8% |
| M | 760 | 8.5% |
| I | 638 | 7.2% |
| 556 | 6.2% | |
| c | 319 | 3.6% |
| S | 273 | 3.1% |
| s | 272 | 3.1% |
| o | 271 | 3.0% |
| Other values (31) | 2627 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 8898 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| E | 1510 | |
| C | 888 | 10.0% |
| A | 784 | 8.8% |
| M | 760 | 8.5% |
| I | 638 | 7.2% |
| 556 | 6.2% | |
| c | 319 | 3.6% |
| S | 273 | 3.1% |
| s | 272 | 3.1% |
| o | 271 | 3.0% |
| Other values (31) | 2627 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 8898 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| E | 1510 | |
| C | 888 | 10.0% |
| A | 784 | 8.8% |
| M | 760 | 8.5% |
| I | 638 | 7.2% |
| 556 | 6.2% | |
| c | 319 | 3.6% |
| S | 273 | 3.1% |
| s | 272 | 3.1% |
| o | 271 | 3.0% |
| Other values (31) | 2627 |
Author Full Names
Text
| Distinct | 4759 |
|---|---|
| Distinct (%) | 92.6% |
| Missing | 3 |
| Missing (%) | 0.1% |
| Memory size | 541.2 KiB |
Length
| Max length | 568 |
|---|---|
| Median length | 186 |
| Mean length | 58.786729 |
| Min length | 6 |
Unique
| Unique | 4492 ? |
|---|---|
| Unique (%) | 87.4% |
Sample
| 1st row | WeiguoZou |
|---|---|
| 2nd row | Repenning, Alexander; Basawapatna, Ashok R.; Escherle, Nora A. |
| 3rd row | Shih, Wen-Chung |
| 4th row | Wu, Sheng-Yi |
| 5th row | Lu Changjin; Zhang Shuai; Chen Xiuqiong |
| Value | Count | Frequency (%) |
| m | 283 | 0.7% |
| a | 281 | 0.7% |
| j | 217 | 0.5% |
| wang | 194 | 0.5% |
| chen | 177 | 0.4% |
| li | 175 | 0.4% |
| c | 170 | 0.4% |
| maria | 170 | 0.4% |
| s | 161 | 0.4% |
| zhang | 157 | 0.4% |
| Other values (12983) | 37970 |
Most occurring characters
| Value | Count | Frequency (%) |
| 34816 | 11.5% | |
| a | 28585 | 9.5% |
| e | 19783 | 6.5% |
| i | 19519 | 6.5% |
| n | 19497 | 6.5% |
| , | 17381 | 5.8% |
| r | 14354 | 4.8% |
| o | 14072 | 4.7% |
| ; | 12296 | 4.1% |
| l | 9893 | 3.3% |
| Other values (52) | 111909 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 302105 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 34816 | 11.5% | |
| a | 28585 | 9.5% |
| e | 19783 | 6.5% |
| i | 19519 | 6.5% |
| n | 19497 | 6.5% |
| , | 17381 | 5.8% |
| r | 14354 | 4.8% |
| o | 14072 | 4.7% |
| ; | 12296 | 4.1% |
| l | 9893 | 3.3% |
| Other values (52) | 111909 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 302105 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 34816 | 11.5% | |
| a | 28585 | 9.5% |
| e | 19783 | 6.5% |
| i | 19519 | 6.5% |
| n | 19497 | 6.5% |
| , | 17381 | 5.8% |
| r | 14354 | 4.8% |
| o | 14072 | 4.7% |
| ; | 12296 | 4.1% |
| l | 9893 | 3.3% |
| Other values (52) | 111909 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 302105 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 34816 | 11.5% | |
| a | 28585 | 9.5% |
| e | 19783 | 6.5% |
| i | 19519 | 6.5% |
| n | 19497 | 6.5% |
| , | 17381 | 5.8% |
| r | 14354 | 4.8% |
| o | 14072 | 4.7% |
| ; | 12296 | 4.1% |
| l | 9893 | 3.3% |
| Other values (52) | 111909 |
Missing
| Distinct | 21 |
|---|---|
| Distinct (%) | 50.0% |
| Missing | 5100 |
| Missing (%) | 99.2% |
| Memory size | 162.1 KiB |
Length
| Max length | 51 |
|---|---|
| Median length | 22 |
| Mean length | 14.261905 |
| Min length | 6 |
Unique
| Unique | 14 ? |
|---|---|
| Unique (%) | 33.3% |
Sample
| 1st row | Anonymous |
|---|---|
| 2nd row | Fonseca, D |
| 3rd row | Felicia, P |
| 4th row | Fonseca, D |
| 5th row | Ros, M |
| Value | Count | Frequency (%) |
| d | 12 | 10.4% |
| fonseca | 11 | 9.6% |
| m | 6 | 5.2% |
| ros | 4 | 3.5% |
| wang | 4 | 3.5% |
| ps | 4 | 3.5% |
| neumann | 3 | 2.6% |
| md | 3 | 2.6% |
| dion | 3 | 2.6% |
| l | 3 | 2.6% |
| Other values (49) | 62 |
Most occurring characters
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 599 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 73 | 12.2% | |
| , | 57 | 9.5% |
| n | 40 | 6.7% |
| a | 36 | 6.0% |
| o | 35 | 5.8% |
| e | 34 | 5.7% |
| s | 24 | 4.0% |
| D | 21 | 3.5% |
| c | 19 | 3.2% |
| r | 19 | 3.2% |
| Other values (36) | 241 |
Group Authors
Text
Missing
| Distinct | 2 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 5140 |
| Missing (%) | > 99.9% |
| Memory size | 160.9 KiB |
Length
| Max length | 24 |
|---|---|
| Median length | 21 |
| Mean length | 21 |
| Min length | 18 |
Unique
| Unique | 2 ? |
|---|---|
| Unique (%) | 100.0% |
Sample
| 1st row | CRRAFT Partnership |
|---|---|
| 2nd row | DGKL Working Grp Digital |
| Value | Count | Frequency (%) |
| crraft | 1 | |
| partnership | 1 | |
| dgkl | 1 | |
| working | 1 | |
| grp | 1 | |
| digital | 1 |
Most occurring characters
| Value | Count | Frequency (%) |
| r | 4 | 9.5% |
| 4 | 9.5% | |
| i | 4 | 9.5% |
| a | 2 | 4.8% |
| R | 2 | 4.8% |
| n | 2 | 4.8% |
| p | 2 | 4.8% |
| t | 2 | 4.8% |
| D | 2 | 4.8% |
| g | 2 | 4.8% |
| Other values (15) | 16 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 42 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| r | 4 | 9.5% |
| 4 | 9.5% | |
| i | 4 | 9.5% |
| a | 2 | 4.8% |
| R | 2 | 4.8% |
| n | 2 | 4.8% |
| p | 2 | 4.8% |
| t | 2 | 4.8% |
| D | 2 | 4.8% |
| g | 2 | 4.8% |
| Other values (15) | 16 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 42 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| r | 4 | 9.5% |
| 4 | 9.5% | |
| i | 4 | 9.5% |
| a | 2 | 4.8% |
| R | 2 | 4.8% |
| n | 2 | 4.8% |
| p | 2 | 4.8% |
| t | 2 | 4.8% |
| D | 2 | 4.8% |
| g | 2 | 4.8% |
| Other values (15) | 16 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 42 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| r | 4 | 9.5% |
| 4 | 9.5% | |
| i | 4 | 9.5% |
| a | 2 | 4.8% |
| R | 2 | 4.8% |
| n | 2 | 4.8% |
| p | 2 | 4.8% |
| t | 2 | 4.8% |
| D | 2 | 4.8% |
| g | 2 | 4.8% |
| Other values (15) | 16 |
Article Title
Text
| Distinct | 5128 |
|---|---|
| Distinct (%) | 99.7% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 735.5 KiB |
Length
| Max length | 242 |
|---|---|
| Median length | 168 |
| Mean length | 97.060288 |
| Min length | 6 |
Unique
| Unique | 5116 ? |
|---|---|
| Unique (%) | 99.5% |
Sample
| 1st row | Computational Thinking Ability Training in College Computer Teaching |
|---|---|
| 2nd row | Principles of Computational Thinking Tools |
| 3rd row | Integrating Computational Thinking into the Process of Learning Artificial Intelligence |
| 4th row | The Development and Challenges of Computational Thinking Board Games |
| 5th row | The Study on Computational Thinking |
| Value | Count | Frequency (%) |
| computational | 2788 | 4.4% |
| thinking | 2760 | 4.3% |
| of | 2563 | 4.0% |
| in | 2469 | 3.9% |
| and | 2458 | 3.8% |
| a | 1896 | 3.0% |
| the | 1782 | 2.8% |
| for | 1302 | 2.0% |
| learning | 1095 | 1.7% |
| to | 1029 | 1.6% |
| Other values (5669) | 43834 |
Most occurring characters
| Value | Count | Frequency (%) |
| 58834 | 11.8% | |
| n | 38976 | 7.8% |
| i | 38340 | 7.7% |
| e | 34819 | 7.0% |
| o | 31969 | 6.4% |
| t | 31765 | 6.4% |
| a | 31147 | 6.2% |
| r | 21954 | 4.4% |
| s | 18140 | 3.6% |
| l | 16097 | 3.2% |
| Other values (81) | 177043 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 499084 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 58834 | 11.8% | |
| n | 38976 | 7.8% |
| i | 38340 | 7.7% |
| e | 34819 | 7.0% |
| o | 31969 | 6.4% |
| t | 31765 | 6.4% |
| a | 31147 | 6.2% |
| r | 21954 | 4.4% |
| s | 18140 | 3.6% |
| l | 16097 | 3.2% |
| Other values (81) | 177043 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 499084 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 58834 | 11.8% | |
| n | 38976 | 7.8% |
| i | 38340 | 7.7% |
| e | 34819 | 7.0% |
| o | 31969 | 6.4% |
| t | 31765 | 6.4% |
| a | 31147 | 6.2% |
| r | 21954 | 4.4% |
| s | 18140 | 3.6% |
| l | 16097 | 3.2% |
| Other values (81) | 177043 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 499084 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 58834 | 11.8% | |
| n | 38976 | 7.8% |
| i | 38340 | 7.7% |
| e | 34819 | 7.0% |
| o | 31969 | 6.4% |
| t | 31765 | 6.4% |
| a | 31147 | 6.2% |
| r | 21954 | 4.4% |
| s | 18140 | 3.6% |
| l | 16097 | 3.2% |
| Other values (81) | 177043 |
Source Title
Text
| Distinct | 1607 |
|---|---|
| Distinct (%) | 31.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 528.7 KiB |
Length
| Max length | 242 |
|---|---|
| Median length | 125 |
| Mean length | 56.26196 |
| Min length | 2 |
Unique
| Unique | 975 ? |
|---|---|
| Unique (%) | 19.0% |
Sample
| 1st row | PROCEEDINGS OF THE 2015 INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE AND TECHNOLOGY EDUCATION (ICSSTE 2015) |
|---|---|
| 2nd row | EMERGING RESEARCH, PRACTICE, AND POLICY ON COMPUTATIONAL THINKING |
| 3rd row | ICEMT 2019: 2019 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND MULTIMEDIA TECHNOLOGY |
| 4th row | 2018 FIRST INTERNATIONAL COGNITIVE CITIES CONFERENCE (IC3 2018) |
| 5th row | 2012 INTERNATIONAL CONFERENCE ON EDUCATION REFORM AND MANAGEMENT INNOVATION (ERMI 2012), VOL 1 |
| Value | Count | Frequency (%) |
| education | 2506 | 6.6% |
| of | 1907 | 5.0% |
| and | 1826 | 4.8% |
| on | 1570 | 4.1% |
| conference | 1497 | 3.9% |
| in | 1256 | 3.3% |
| international | 1063 | 2.8% |
| the | 1020 | 2.7% |
| proceedings | 973 | 2.6% |
| science | 782 | 2.1% |
| Other values (1866) | 23510 |
Most occurring characters
| Value | Count | Frequency (%) |
| 32768 | ||
| E | 29565 | 10.2% |
| N | 28186 | 9.7% |
| I | 22395 | 7.7% |
| O | 21399 | 7.4% |
| C | 19269 | 6.7% |
| A | 17467 | 6.0% |
| T | 17147 | 5.9% |
| R | 12556 | 4.3% |
| S | 10706 | 3.7% |
| Other values (64) | 77841 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 289299 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 32768 | ||
| E | 29565 | 10.2% |
| N | 28186 | 9.7% |
| I | 22395 | 7.7% |
| O | 21399 | 7.4% |
| C | 19269 | 6.7% |
| A | 17467 | 6.0% |
| T | 17147 | 5.9% |
| R | 12556 | 4.3% |
| S | 10706 | 3.7% |
| Other values (64) | 77841 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 289299 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 32768 | ||
| E | 29565 | 10.2% |
| N | 28186 | 9.7% |
| I | 22395 | 7.7% |
| O | 21399 | 7.4% |
| C | 19269 | 6.7% |
| A | 17467 | 6.0% |
| T | 17147 | 5.9% |
| R | 12556 | 4.3% |
| S | 10706 | 3.7% |
| Other values (64) | 77841 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 289299 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 32768 | ||
| E | 29565 | 10.2% |
| N | 28186 | 9.7% |
| I | 22395 | 7.7% |
| O | 21399 | 7.4% |
| C | 19269 | 6.7% |
| A | 17467 | 6.0% |
| T | 17147 | 5.9% |
| R | 12556 | 4.3% |
| S | 10706 | 3.7% |
| Other values (64) | 77841 |
Book Series Title
Text
Missing
| Distinct | 164 |
|---|---|
| Distinct (%) | 13.3% |
| Missing | 3911 |
| Missing (%) | 76.1% |
| Memory size | 234.0 KiB |
Length
| Max length | 108 |
|---|---|
| Median length | 86 |
| Mean length | 43.855402 |
| Min length | 5 |
Unique
| Unique | 75 ? |
|---|---|
| Unique (%) | 6.1% |
Sample
| 1st row | Advances in Social Science Education and Humanities Research |
|---|---|
| 2nd row | Educational Communications and Technology-Issues and Innovations |
| 3rd row | International Conference on Systems and Informatics |
| 4th row | Symposium on Visual Languages and Human Centric Computing VL HCC |
| 5th row | Applied Mechanics and Materials |
| Value | Count | Frequency (%) |
| in | 535 | 8.0% |
| conference | 531 | 7.9% |
| and | 384 | 5.7% |
| education | 356 | 5.3% |
| on | 287 | 4.3% |
| science | 272 | 4.1% |
| proceedings | 256 | 3.8% |
| computer | 243 | 3.6% |
| notes | 221 | 3.3% |
| lecture | 221 | 3.3% |
| Other values (255) | 3381 |
Most occurring characters
| Value | Count | Frequency (%) |
| n | 6317 | 11.7% |
| e | 5928 | 11.0% |
| 5456 | 10.1% | |
| o | 3939 | 7.3% |
| i | 3647 | 6.8% |
| t | 2896 | 5.4% |
| c | 2795 | 5.2% |
| a | 2624 | 4.9% |
| r | 2592 | 4.8% |
| s | 1877 | 3.5% |
| Other values (50) | 15915 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 53986 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| n | 6317 | 11.7% |
| e | 5928 | 11.0% |
| 5456 | 10.1% | |
| o | 3939 | 7.3% |
| i | 3647 | 6.8% |
| t | 2896 | 5.4% |
| c | 2795 | 5.2% |
| a | 2624 | 4.9% |
| r | 2592 | 4.8% |
| s | 1877 | 3.5% |
| Other values (50) | 15915 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 53986 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| n | 6317 | 11.7% |
| e | 5928 | 11.0% |
| 5456 | 10.1% | |
| o | 3939 | 7.3% |
| i | 3647 | 6.8% |
| t | 2896 | 5.4% |
| c | 2795 | 5.2% |
| a | 2624 | 4.9% |
| r | 2592 | 4.8% |
| s | 1877 | 3.5% |
| Other values (50) | 15915 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 53986 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| n | 6317 | 11.7% |
| e | 5928 | 11.0% |
| 5456 | 10.1% | |
| o | 3939 | 7.3% |
| i | 3647 | 6.8% |
| t | 2896 | 5.4% |
| c | 2795 | 5.2% |
| a | 2624 | 4.9% |
| r | 2592 | 4.8% |
| s | 1877 | 3.5% |
| Other values (50) | 15915 |
Book Series Subtitle
Unsupported
Missing Rejected Unsupported
| Missing | 5142 |
|---|---|
| Missing (%) | 100.0% |
| Memory size | 40.3 KiB |
Language
Categorical
High correlation Imbalance
| Distinct | 12 |
|---|---|
| Distinct (%) | 0.2% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 281.4 KiB |
| English | |
|---|---|
| Spanish | 117 |
| Portuguese | 32 |
| Chinese | 9 |
| French | 6 |
| Other values (7) | 14 |
Length
| Max length | 11 |
|---|---|
| Median length | 7 |
| Mean length | 7.0173084 |
| Min length | 6 |
Unique
| Unique | 2 ? |
|---|---|
| Unique (%) | < 0.1% |
Sample
| 1st row | English |
|---|---|
| 2nd row | English |
| 3rd row | English |
| 4th row | English |
| 5th row | English |
Common Values
| Value | Count | Frequency (%) |
| English | 4964 | |
| Spanish | 117 | 2.3% |
| Portuguese | 32 | 0.6% |
| Chinese | 9 | 0.2% |
| French | 6 | 0.1% |
| Turkish | 3 | 0.1% |
| German | 3 | 0.1% |
| Korean | 2 | < 0.1% |
| Russian | 2 | < 0.1% |
| Arabic | 2 | < 0.1% |
| Other values (2) | 2 | < 0.1% |
Length
| Value | Count | Frequency (%) |
| english | 4964 | |
| spanish | 117 | 2.3% |
| portuguese | 32 | 0.6% |
| chinese | 9 | 0.2% |
| french | 6 | 0.1% |
| turkish | 3 | 0.1% |
| german | 3 | 0.1% |
| korean | 2 | < 0.1% |
| russian | 2 | < 0.1% |
| arabic | 2 | < 0.1% |
| Other values (2) | 2 | < 0.1% |
Most occurring characters
| Value | Count | Frequency (%) |
| s | 5130 | |
| n | 5106 | |
| i | 5101 | |
| h | 5099 | |
| g | 4996 | |
| E | 4964 | |
| l | 4964 | |
| a | 128 | 0.4% |
| p | 118 | 0.3% |
| S | 117 | 0.3% |
| Other values (20) | 360 | 1.0% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 36083 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| s | 5130 | |
| n | 5106 | |
| i | 5101 | |
| h | 5099 | |
| g | 4996 | |
| E | 4964 | |
| l | 4964 | |
| a | 128 | 0.4% |
| p | 118 | 0.3% |
| S | 117 | 0.3% |
| Other values (20) | 360 | 1.0% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 36083 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| s | 5130 | |
| n | 5106 | |
| i | 5101 | |
| h | 5099 | |
| g | 4996 | |
| E | 4964 | |
| l | 4964 | |
| a | 128 | 0.4% |
| p | 118 | 0.3% |
| S | 117 | 0.3% |
| Other values (20) | 360 | 1.0% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 36083 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| s | 5130 | |
| n | 5106 | |
| i | 5101 | |
| h | 5099 | |
| g | 4996 | |
| E | 4964 | |
| l | 4964 | |
| a | 128 | 0.4% |
| p | 118 | 0.3% |
| S | 117 | 0.3% |
| Other values (20) | 360 | 1.0% |
Document Type
Categorical
High correlation Imbalance
| Distinct | 19 |
|---|---|
| Distinct (%) | 0.4% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 308.2 KiB |
| Proceedings Paper | |
|---|---|
| Article | |
| Review | 196 |
| Article; Early Access | 95 |
| Article; Book Chapter | 90 |
| Other values (14) | 154 |
Length
| Max length | 32 |
|---|---|
| Median length | 30 |
| Mean length | 12.345974 |
| Min length | 4 |
Unique
| Unique | 4 ? |
|---|---|
| Unique (%) | 0.1% |
Sample
| 1st row | Proceedings Paper |
|---|---|
| 2nd row | Article; Book Chapter |
| 3rd row | Proceedings Paper |
| 4th row | Proceedings Paper |
| 5th row | Proceedings Paper |
Common Values
| Value | Count | Frequency (%) |
| Proceedings Paper | 2349 | |
| Article | 2258 | |
| Review | 196 | 3.8% |
| Article; Early Access | 95 | 1.8% |
| Article; Book Chapter | 90 | 1.8% |
| Editorial Material | 56 | 1.1% |
| Meeting Abstract | 29 | 0.6% |
| Article; Proceedings Paper | 15 | 0.3% |
| Correction | 13 | 0.3% |
| Book Review | 9 | 0.2% |
| Other values (9) | 32 | 0.6% |
Length
| Value | Count | Frequency (%) |
| article | 2459 | |
| proceedings | 2364 | |
| paper | 2364 | |
| review | 214 | 2.7% |
| book | 113 | 1.4% |
| early | 102 | 1.3% |
| access | 102 | 1.3% |
| chapter | 101 | 1.3% |
| editorial | 66 | 0.8% |
| material | 66 | 0.8% |
| Other values (8) | 83 | 1.0% |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 10339 | |
| r | 7588 | |
| i | 5280 | 8.3% |
| c | 5071 | 8.0% |
| P | 4729 | 7.4% |
| 2892 | 4.6% | |
| t | 2813 | 4.4% |
| a | 2797 | 4.4% |
| l | 2694 | 4.2% |
| o | 2684 | 4.2% |
| Other values (22) | 16596 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 63483 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| e | 10339 | |
| r | 7588 | |
| i | 5280 | 8.3% |
| c | 5071 | 8.0% |
| P | 4729 | 7.4% |
| 2892 | 4.6% | |
| t | 2813 | 4.4% |
| a | 2797 | 4.4% |
| l | 2694 | 4.2% |
| o | 2684 | 4.2% |
| Other values (22) | 16596 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 63483 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| e | 10339 | |
| r | 7588 | |
| i | 5280 | 8.3% |
| c | 5071 | 8.0% |
| P | 4729 | 7.4% |
| 2892 | 4.6% | |
| t | 2813 | 4.4% |
| a | 2797 | 4.4% |
| l | 2694 | 4.2% |
| o | 2684 | 4.2% |
| Other values (22) | 16596 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 63483 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| e | 10339 | |
| r | 7588 | |
| i | 5280 | 8.3% |
| c | 5071 | 8.0% |
| P | 4729 | 7.4% |
| 2892 | 4.6% | |
| t | 2813 | 4.4% |
| a | 2797 | 4.4% |
| l | 2694 | 4.2% |
| o | 2684 | 4.2% |
| Other values (22) | 16596 |
Conference Title
Text
Missing
| Distinct | 916 |
|---|---|
| Distinct (%) | 38.3% |
| Missing | 2751 |
| Missing (%) | 53.5% |
| Memory size | 375.5 KiB |
Length
| Max length | 239 |
|---|---|
| Median length | 168 |
| Mean length | 74.922208 |
| Min length | 12 |
Unique
| Unique | 583 ? |
|---|---|
| Unique (%) | 24.4% |
Sample
| 1st row | International Conference on Social Science and Technology Education (ICSSTE) |
|---|---|
| 2nd row | 3rd International Conference on Education and Multimedia Technology (ICEMT) |
| 3rd row | 1st International Cognitive Cities Conference (IC3) |
| 4th row | International Conference on Education Reform and Management Innovation (ERMI 2012) |
| 5th row | 15th International Conference on Education Technology and Computers (ICETC) |
| Value | Count | Frequency (%) |
| conference | 1920 | 8.6% |
| on | 1888 | 8.4% |
| education | 1320 | 5.9% |
| international | 1222 | 5.5% |
| and | 1124 | 5.0% |
| in | 686 | 3.1% |
| computer | 483 | 2.2% |
| science | 467 | 2.1% |
| ieee | 438 | 2.0% |
| symposium | 385 | 1.7% |
| Other values (1245) | 12465 |
Most occurring characters
| Value | Count | Frequency (%) |
| n | 20359 | 11.4% |
| 20007 | 11.2% | |
| e | 14440 | 8.1% |
| o | 12448 | 6.9% |
| t | 9789 | 5.5% |
| i | 9669 | 5.4% |
| a | 9313 | 5.2% |
| c | 7231 | 4.0% |
| r | 7127 | 4.0% |
| C | 5723 | 3.2% |
| Other values (63) | 63033 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 179139 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| n | 20359 | 11.4% |
| 20007 | 11.2% | |
| e | 14440 | 8.1% |
| o | 12448 | 6.9% |
| t | 9789 | 5.5% |
| i | 9669 | 5.4% |
| a | 9313 | 5.2% |
| c | 7231 | 4.0% |
| r | 7127 | 4.0% |
| C | 5723 | 3.2% |
| Other values (63) | 63033 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 179139 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| n | 20359 | 11.4% |
| 20007 | 11.2% | |
| e | 14440 | 8.1% |
| o | 12448 | 6.9% |
| t | 9789 | 5.5% |
| i | 9669 | 5.4% |
| a | 9313 | 5.2% |
| c | 7231 | 4.0% |
| r | 7127 | 4.0% |
| C | 5723 | 3.2% |
| Other values (63) | 63033 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 179139 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| n | 20359 | 11.4% |
| 20007 | 11.2% | |
| e | 14440 | 8.1% |
| o | 12448 | 6.9% |
| t | 9789 | 5.5% |
| i | 9669 | 5.4% |
| a | 9313 | 5.2% |
| c | 7231 | 4.0% |
| r | 7127 | 4.0% |
| C | 5723 | 3.2% |
| Other values (63) | 63033 |
Conference Date
Text
Missing
| Distinct | 882 |
|---|---|
| Distinct (%) | 36.9% |
| Missing | 2751 |
| Missing (%) | 53.5% |
| Memory size | 236.1 KiB |
Length
| Max length | 30 |
|---|---|
| Median length | 15 |
| Mean length | 15.220828 |
| Min length | 4 |
Unique
| Unique | 512 ? |
|---|---|
| Unique (%) | 21.4% |
Sample
| 1st row | APR 11-12, 2015 |
|---|---|
| 2nd row | JUL 22-25, 2019 |
| 3rd row | AUG 07-09, 2018 |
| 4th row | DEC 04-05, 2012 |
| 5th row | SEP 26-28, 2023 |
| Value | Count | Frequency (%) |
| oct | 405 | 5.5% |
| 2019 | 317 | 4.3% |
| jul | 315 | 4.3% |
| mar | 315 | 4.3% |
| 2018 | 275 | 3.7% |
| nov | 241 | 3.3% |
| 2017 | 240 | 3.3% |
| 2021 | 239 | 3.3% |
| jun | 235 | 3.2% |
| 2020 | 229 | 3.1% |
| Other values (230) | 4527 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 5750 | |
| 4947 | ||
| 0 | 4409 | |
| 1 | 3790 | 10.4% |
| , | 2382 | 6.5% |
| - | 2344 | 6.4% |
| 3 | 891 | 2.4% |
| A | 840 | 2.3% |
| 8 | 813 | 2.2% |
| U | 736 | 2.0% |
| Other values (22) | 9491 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 36393 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 2 | 5750 | |
| 4947 | ||
| 0 | 4409 | |
| 1 | 3790 | 10.4% |
| , | 2382 | 6.5% |
| - | 2344 | 6.4% |
| 3 | 891 | 2.4% |
| A | 840 | 2.3% |
| 8 | 813 | 2.2% |
| U | 736 | 2.0% |
| Other values (22) | 9491 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 36393 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 2 | 5750 | |
| 4947 | ||
| 0 | 4409 | |
| 1 | 3790 | 10.4% |
| , | 2382 | 6.5% |
| - | 2344 | 6.4% |
| 3 | 891 | 2.4% |
| A | 840 | 2.3% |
| 8 | 813 | 2.2% |
| U | 736 | 2.0% |
| Other values (22) | 9491 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 36393 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 2 | 5750 | |
| 4947 | ||
| 0 | 4409 | |
| 1 | 3790 | 10.4% |
| , | 2382 | 6.5% |
| - | 2344 | 6.4% |
| 3 | 891 | 2.4% |
| A | 840 | 2.3% |
| 8 | 813 | 2.2% |
| U | 736 | 2.0% |
| Other values (22) | 9491 |
Conference Location
Text
Missing
| Distinct | 565 |
|---|---|
| Distinct (%) | 23.6% |
| Missing | 2751 |
| Missing (%) | 53.5% |
| Memory size | 248.0 KiB |
Length
| Max length | 94 |
|---|---|
| Median length | 76 |
| Mean length | 20.333752 |
| Min length | 2 |
Unique
| Unique | 272 ? |
|---|---|
| Unique (%) | 11.4% |
Sample
| 1st row | Sanya, PEOPLES R CHINA |
|---|---|
| 2nd row | Nagoya, JAPAN |
| 3rd row | Okinawa, JAPAN |
| 4th row | Shenzhen, PEOPLES R CHINA |
| 5th row | Univ Barcelona, Barcelona, SPAIN |
| Value | Count | Frequency (%) |
| univ | 429 | 5.9% |
| network | 272 | 3.8% |
| electr | 272 | 3.8% |
| spain | 219 | 3.0% |
| hong | 127 | 1.8% |
| kong | 127 | 1.8% |
| china | 122 | 1.7% |
| r | 112 | 1.6% |
| peoples | 112 | 1.6% |
| england | 73 | 1.0% |
| Other values (817) | 5354 |
Most occurring characters
| Value | Count | Frequency (%) |
| 4828 | 9.9% | |
| n | 2706 | 5.6% |
| , | 2630 | 5.4% |
| a | 2546 | 5.2% |
| A | 2192 | 4.5% |
| i | 2018 | 4.2% |
| E | 1959 | 4.0% |
| N | 1890 | 3.9% |
| e | 1823 | 3.7% |
| o | 1815 | 3.7% |
| Other values (48) | 24211 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 48618 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 4828 | 9.9% | |
| n | 2706 | 5.6% |
| , | 2630 | 5.4% |
| a | 2546 | 5.2% |
| A | 2192 | 4.5% |
| i | 2018 | 4.2% |
| E | 1959 | 4.0% |
| N | 1890 | 3.9% |
| e | 1823 | 3.7% |
| o | 1815 | 3.7% |
| Other values (48) | 24211 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 48618 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 4828 | 9.9% | |
| n | 2706 | 5.6% |
| , | 2630 | 5.4% |
| a | 2546 | 5.2% |
| A | 2192 | 4.5% |
| i | 2018 | 4.2% |
| E | 1959 | 4.0% |
| N | 1890 | 3.9% |
| e | 1823 | 3.7% |
| o | 1815 | 3.7% |
| Other values (48) | 24211 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 48618 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 4828 | 9.9% | |
| n | 2706 | 5.6% |
| , | 2630 | 5.4% |
| a | 2546 | 5.2% |
| A | 2192 | 4.5% |
| i | 2018 | 4.2% |
| E | 1959 | 4.0% |
| N | 1890 | 3.9% |
| e | 1823 | 3.7% |
| o | 1815 | 3.7% |
| Other values (48) | 24211 |
Conference Sponsor
Text
Missing
| Distinct | 531 |
|---|---|
| Distinct (%) | 31.4% |
| Missing | 3453 |
| Missing (%) | 67.2% |
| Memory size | 328.7 KiB |
Length
| Max length | 1103 |
|---|---|
| Median length | 272 |
| Mean length | 84.797513 |
| Min length | 3 |
Unique
| Unique | 317 ? |
|---|---|
| Unique (%) | 18.8% |
Sample
| 1st row | Int Assoc Cyber Sci & Engn |
|---|---|
| 2nd row | IEEE Comp Soc,Okinawa Inst Sci & Technol |
| 3rd row | Grup Recerca Ensenyament Aprenentatge Virtual,Univ Warwick,Tecnologico Monterrey |
| 4th row | Assoc Comp Machinery,Assoc Comp Machinery Special Interest Grp Comp Sci Educ,ACM Europe Council,Informat Europe,Github Educ,Univ Milano, Dipartimento Informatica |
| 5th row | Shanghai Dianji Univ, Sch Elect & Informat,IEEE Syst, Man, & Cybernet Soc |
| Value | Count | Frequency (%) |
| comp | 1331 | 7.4% |
| educ | 730 | 4.1% |
| 707 | 3.9% | |
| sci | 507 | 2.8% |
| univ | 475 | 2.6% |
| assoc | 474 | 2.6% |
| soc | 380 | 2.1% |
| grp | 345 | 1.9% |
| special | 317 | 1.8% |
| res | 317 | 1.8% |
| Other values (2441) | 12358 |
Most occurring characters
| Value | Count | Frequency (%) |
| 16252 | 11.3% | |
| n | 8707 | 6.1% |
| e | 8403 | 5.9% |
| o | 7992 | 5.6% |
| i | 7529 | 5.3% |
| c | 7406 | 5.2% |
| a | 7027 | 4.9% |
| E | 6306 | 4.4% |
| , | 6097 | 4.3% |
| t | 5726 | 4.0% |
| Other values (61) | 61778 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 143223 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 16252 | 11.3% | |
| n | 8707 | 6.1% |
| e | 8403 | 5.9% |
| o | 7992 | 5.6% |
| i | 7529 | 5.3% |
| c | 7406 | 5.2% |
| a | 7027 | 4.9% |
| E | 6306 | 4.4% |
| , | 6097 | 4.3% |
| t | 5726 | 4.0% |
| Other values (61) | 61778 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 143223 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 16252 | 11.3% | |
| n | 8707 | 6.1% |
| e | 8403 | 5.9% |
| o | 7992 | 5.6% |
| i | 7529 | 5.3% |
| c | 7406 | 5.2% |
| a | 7027 | 4.9% |
| E | 6306 | 4.4% |
| , | 6097 | 4.3% |
| t | 5726 | 4.0% |
| Other values (61) | 61778 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 143223 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 16252 | 11.3% | |
| n | 8707 | 6.1% |
| e | 8403 | 5.9% |
| o | 7992 | 5.6% |
| i | 7529 | 5.3% |
| c | 7406 | 5.2% |
| a | 7027 | 4.9% |
| E | 6306 | 4.4% |
| , | 6097 | 4.3% |
| t | 5726 | 4.0% |
| Other values (61) | 61778 |
Conference Host
Text
Missing
| Distinct | 198 |
|---|---|
| Distinct (%) | 37.9% |
| Missing | 4619 |
| Missing (%) | 89.8% |
| Memory size | 180.7 KiB |
Length
| Max length | 74 |
|---|---|
| Median length | 48 |
| Mean length | 21.839388 |
| Min length | 4 |
Unique
| Unique | 112 ? |
|---|---|
| Unique (%) | 21.4% |
Sample
| 1st row | Univ Barcelona |
|---|---|
| 2nd row | Univ Milano |
| 3rd row | TU Wien |
| 4th row | Univ Turku |
| 5th row | City Univ Hong Kong |
| Value | Count | Frequency (%) |
| univ | 429 | 22.5% |
| technol | 46 | 2.4% |
| sci | 45 | 2.4% |
| educ | 45 | 2.4% |
| kong | 40 | 2.1% |
| hong | 40 | 2.1% |
| city | 35 | 1.8% |
| 35 | 1.8% | |
| fac | 27 | 1.4% |
| inst | 27 | 1.4% |
| Other values (338) | 1135 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1381 | 12.1% | |
| n | 1223 | 10.7% |
| i | 966 | 8.5% |
| a | 655 | 5.7% |
| e | 628 | 5.5% |
| o | 550 | 4.8% |
| t | 483 | 4.2% |
| v | 467 | 4.1% |
| U | 452 | 4.0% |
| r | 390 | 3.4% |
| Other values (46) | 4227 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 11422 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1381 | 12.1% | |
| n | 1223 | 10.7% |
| i | 966 | 8.5% |
| a | 655 | 5.7% |
| e | 628 | 5.5% |
| o | 550 | 4.8% |
| t | 483 | 4.2% |
| v | 467 | 4.1% |
| U | 452 | 4.0% |
| r | 390 | 3.4% |
| Other values (46) | 4227 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 11422 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1381 | 12.1% | |
| n | 1223 | 10.7% |
| i | 966 | 8.5% |
| a | 655 | 5.7% |
| e | 628 | 5.5% |
| o | 550 | 4.8% |
| t | 483 | 4.2% |
| v | 467 | 4.1% |
| U | 452 | 4.0% |
| r | 390 | 3.4% |
| Other values (46) | 4227 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 11422 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1381 | 12.1% | |
| n | 1223 | 10.7% |
| i | 966 | 8.5% |
| a | 655 | 5.7% |
| e | 628 | 5.5% |
| o | 550 | 4.8% |
| t | 483 | 4.2% |
| v | 467 | 4.1% |
| U | 452 | 4.0% |
| r | 390 | 3.4% |
| Other values (46) | 4227 |
Author Keywords
Text
Missing
| Distinct | 4644 |
|---|---|
| Distinct (%) | 99.1% |
| Missing | 457 |
| Missing (%) | 8.9% |
| Memory size | 682.9 KiB |
Length
| Max length | 871 |
|---|---|
| Median length | 216 |
| Mean length | 96.636286 |
| Min length | 3 |
Unique
| Unique | 4609 ? |
|---|---|
| Unique (%) | 98.4% |
Sample
| 1st row | Computational Thinking; Computer Teaching; Blended Teaching Model |
|---|---|
| 2nd row | Computational Thinking Process; Three stages of the Computational Thinking Process; Computational Thinking Tools; Principles of Computational Thinking Tools |
| 3rd row | Computational thinking; Experiential learning; Artificial intelligence |
| 4th row | computational thinking; board game; coding; game-based learning |
| 5th row | information process; computational thinking; talent-training strategy |
| Value | Count | Frequency (%) |
| thinking | 3724 | 8.1% |
| computational | 3617 | 7.9% |
| education | 2300 | 5.0% |
| learning | 1582 | 3.4% |
| programming | 1408 | 3.1% |
| science | 776 | 1.7% |
| computer | 706 | 1.5% |
| educational | 478 | 1.0% |
| design | 445 | 1.0% |
| robotics | 396 | 0.9% |
| Other values (4045) | 30429 |
Most occurring characters
| Value | Count | Frequency (%) |
| 41176 | 9.1% | |
| i | 39793 | 8.8% |
| n | 36467 | 8.1% |
| t | 32265 | 7.1% |
| e | 31673 | 7.0% |
| a | 31628 | 7.0% |
| o | 29098 | 6.4% |
| r | 19823 | 4.4% |
| c | 18925 | 4.2% |
| ; | 18830 | 4.2% |
| Other values (71) | 153063 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 452741 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 41176 | 9.1% | |
| i | 39793 | 8.8% |
| n | 36467 | 8.1% |
| t | 32265 | 7.1% |
| e | 31673 | 7.0% |
| a | 31628 | 7.0% |
| o | 29098 | 6.4% |
| r | 19823 | 4.4% |
| c | 18925 | 4.2% |
| ; | 18830 | 4.2% |
| Other values (71) | 153063 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 452741 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 41176 | 9.1% | |
| i | 39793 | 8.8% |
| n | 36467 | 8.1% |
| t | 32265 | 7.1% |
| e | 31673 | 7.0% |
| a | 31628 | 7.0% |
| o | 29098 | 6.4% |
| r | 19823 | 4.4% |
| c | 18925 | 4.2% |
| ; | 18830 | 4.2% |
| Other values (71) | 153063 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 452741 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 41176 | 9.1% | |
| i | 39793 | 8.8% |
| n | 36467 | 8.1% |
| t | 32265 | 7.1% |
| e | 31673 | 7.0% |
| a | 31628 | 7.0% |
| o | 29098 | 6.4% |
| r | 19823 | 4.4% |
| c | 18925 | 4.2% |
| ; | 18830 | 4.2% |
| Other values (71) | 153063 |
Keywords Plus
Text
Missing
| Distinct | 2145 |
|---|---|
| Distinct (%) | 77.3% |
| Missing | 2366 |
| Missing (%) | 46.0% |
| Memory size | 332.0 KiB |
Length
| Max length | 187 |
|---|---|
| Median length | 144 |
| Mean length | 46.144452 |
| Min length | 2 |
Unique
| Unique | 2008 ? |
|---|---|
| Unique (%) | 72.3% |
Sample
| 1st row | END |
|---|---|
| 2nd row | ELEMENTARY CLASSROOMS; COMPUTER-SCIENCE; ROBOTICS; SKILLS; PAPER; EXPLORATION; VIEWPOINT; EDUCATION; VALIDITY; DESIGN |
| 3rd row | YOUTH; CURRICULUM |
| 4th row | VALIDITY; K-12 |
| 5th row | MATHEMATICS; LANGUAGE |
| Value | Count | Frequency (%) |
| thinking | 921 | 7.3% |
| computational | 820 | 6.5% |
| education | 470 | 3.7% |
| students | 352 | 2.8% |
| science | 343 | 2.7% |
| robotics | 327 | 2.6% |
| k-12 | 311 | 2.5% |
| design | 304 | 2.4% |
| skills | 300 | 2.4% |
| mathematics | 220 | 1.7% |
| Other values (1449) | 8241 |
Most occurring characters
| Value | Count | Frequency (%) |
| E | 11315 | 8.8% |
| I | 10819 | 8.4% |
| T | 10346 | 8.1% |
| 9833 | 7.7% | |
| N | 9272 | 7.2% |
| A | 8032 | 6.3% |
| O | 7997 | 6.2% |
| ; | 7636 | 6.0% |
| C | 7070 | 5.5% |
| S | 6921 | 5.4% |
| Other values (30) | 38856 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 128097 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| E | 11315 | 8.8% |
| I | 10819 | 8.4% |
| T | 10346 | 8.1% |
| 9833 | 7.7% | |
| N | 9272 | 7.2% |
| A | 8032 | 6.3% |
| O | 7997 | 6.2% |
| ; | 7636 | 6.0% |
| C | 7070 | 5.5% |
| S | 6921 | 5.4% |
| Other values (30) | 38856 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 128097 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| E | 11315 | 8.8% |
| I | 10819 | 8.4% |
| T | 10346 | 8.1% |
| 9833 | 7.7% | |
| N | 9272 | 7.2% |
| A | 8032 | 6.3% |
| O | 7997 | 6.2% |
| ; | 7636 | 6.0% |
| C | 7070 | 5.5% |
| S | 6921 | 5.4% |
| Other values (30) | 38856 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 128097 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| E | 11315 | 8.8% |
| I | 10819 | 8.4% |
| T | 10346 | 8.1% |
| 9833 | 7.7% | |
| N | 9272 | 7.2% |
| A | 8032 | 6.3% |
| O | 7997 | 6.2% |
| ; | 7636 | 6.0% |
| C | 7070 | 5.5% |
| S | 6921 | 5.4% |
| Other values (30) | 38856 |
Abstract
Text
Missing
| Distinct | 4971 |
|---|---|
| Distinct (%) | 99.9% |
| Missing | 164 |
| Missing (%) | 3.2% |
| Memory size | 6.3 MiB |
Length
| Max length | 22855 |
|---|---|
| Median length | 1782 |
| Mean length | 1283.3435 |
| Min length | 81 |
Unique
| Unique | 4964 ? |
|---|---|
| Unique (%) | 99.7% |
Sample
| 1st row | Computational thinking is ubiquitous, and has become a hot spot in education. As the core mission of college computer teaching, computational thinking training naturally causes widespread concern in the field of basic computer education. In this study, we propose the computational thinking formation procedural model, which reveals that computational thinking is the unity of internal and process, and the computational thinking ability training process is an important reason for the formation of computational thinking ability. And based on the factors of computational thinking training process, we construct the computational thinking - based blended teaching model. |
|---|---|
| 2nd row | Computational Thinking is a fundamental skill for the twenty-first century workforce. This broad target audience, including teachers and students with no programming experience, necessitates a shift in perspective toward Computational Thinking Tools that not only provide highly accessible programming environments but explicitly support the Computational Thinking Process. This evolution is crucial if Computational Thinking Tools are to be relevant to a wide range of school disciplines including STEM, art, music, and language learning. Computational Thinking Tools must help users through three fundamental stages of Computational Thinking: problem formulation, solution expression, and execution/evaluation. This chapter outlines three principles, and employs AgentCubes online as an example, on how a Computational Thinking Tool provides support for these stages by unifying human abilities with computer affordances. |
| 3rd row | In recent years, computational thinking has once again received attention widely. Computational thinking is generally considered to be the ability to be acquired. However, this study is to use computational thinking as part of the learning method. In order to explore the application of computational thinking in teaching, this study first collected the main review papers, as well as the literature on the assessment of computational thinking, and examined their views. Then, this study proposes a learning method that integrates computational thinking into experiential learning theory and applies it to learning artificial intelligence techniques. |
| 4th row | The promotion of computational thinking education has become a worldwide trend. To cultivate the computational thinking ability of children at young age, many computational thinking board games have appeared recently. This article introduces five computational thinking board games, including Robot Turtles, King of Pirates, Doggy Code, ROBOT WARS Coding Board Game, and Code master, and then to analyze its characteristics respectively. Additionally, this article also points out the current limitations and challenges of computational thinking board games. We hope more schools or operators will join the development of computational thinking education in the future. |
| 5th row | This article makes an introduction to the research of computational thinking on its form, characteristic and present situation, analyses the background and the reasons for the rise of computational thinking, draws the conclusion that computational thinking should be considered from national strategic level of talent-training, and proposes some countermeasures of computational thinking enhancement, talent-training and information process. |
| Value | Count | Frequency (%) |
| the | 51301 | 5.6% |
| and | 36949 | 4.0% |
| of | 32708 | 3.6% |
| to | 25008 | 2.7% |
| in | 24936 | 2.7% |
| a | 17824 | 2.0% |
| students | 10328 | 1.1% |
| for | 9945 | 1.1% |
| thinking | 9300 | 1.0% |
| this | 8956 | 1.0% |
| Other values (24207) | 686033 |
Most occurring characters
| Value | Count | Frequency (%) |
| 908321 | ||
| e | 616165 | 9.6% |
| t | 477621 | 7.5% |
| i | 440803 | 6.9% |
| n | 421788 | 6.6% |
| a | 403329 | 6.3% |
| o | 377772 | 5.9% |
| s | 354076 | 5.5% |
| r | 312893 | 4.9% |
| c | 225762 | 3.5% |
| Other values (82) | 1849954 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 6388484 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 908321 | ||
| e | 616165 | 9.6% |
| t | 477621 | 7.5% |
| i | 440803 | 6.9% |
| n | 421788 | 6.6% |
| a | 403329 | 6.3% |
| o | 377772 | 5.9% |
| s | 354076 | 5.5% |
| r | 312893 | 4.9% |
| c | 225762 | 3.5% |
| Other values (82) | 1849954 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 6388484 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 908321 | ||
| e | 616165 | 9.6% |
| t | 477621 | 7.5% |
| i | 440803 | 6.9% |
| n | 421788 | 6.6% |
| a | 403329 | 6.3% |
| o | 377772 | 5.9% |
| s | 354076 | 5.5% |
| r | 312893 | 4.9% |
| c | 225762 | 3.5% |
| Other values (82) | 1849954 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 6388484 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 908321 | ||
| e | 616165 | 9.6% |
| t | 477621 | 7.5% |
| i | 440803 | 6.9% |
| n | 421788 | 6.6% |
| a | 403329 | 6.3% |
| o | 377772 | 5.9% |
| s | 354076 | 5.5% |
| r | 312893 | 4.9% |
| c | 225762 | 3.5% |
| Other values (82) | 1849954 |
Addresses
Text
| Distinct | 5014 |
|---|---|
| Distinct (%) | 98.1% |
| Missing | 30 |
| Missing (%) | 0.6% |
| Memory size | 1.2 MiB |
Length
| Max length | 1245 |
|---|---|
| Median length | 485 |
| Mean length | 193.00528 |
| Min length | 28 |
Unique
| Unique | 4933 ? |
|---|---|
| Unique (%) | 96.5% |
Sample
| 1st row | Yancheng Inst Ind Technol, Yancheng 224001, Peoples R China |
|---|---|
| 2nd row | [Repenning, Alexander; Escherle, Nora A.] Univ Appl Sci & Arts Northwestern Switzerland FHN, Sch Educ, CH-5210 Windisch, Switzerland; [Basawapatna, Ashok R.] SUNY Old Westbury, Dept Math & Comp Informat Syst, Old Westbury, NY 11568 USA |
| 3rd row | [Shih, Wen-Chung] Asia Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan |
| 4th row | [Wu, Sheng-Yi] Natl Pingtung Univ, Dept Sci Commun, Pingtung, Taiwan |
| 5th row | [Lu Changjin; Zhang Shuai; Chen Xiuqiong] Sanming Univ, Dept Math & Comp Sci, Sanming, Fujian Province, Peoples R China |
| Value | Count | Frequency (%) |
| univ | 8498 | 5.9% |
| educ | 3383 | 2.4% |
| 3247 | 2.3% | |
| usa | 2964 | 2.1% |
| dept | 2933 | 2.0% |
| sci | 2181 | 1.5% |
| technol | 1594 | 1.1% |
| comp | 1395 | 1.0% |
| china | 1368 | 1.0% |
| sch | 1365 | 0.9% |
| Other values (20985) | 114810 |
Most occurring characters
| Value | Count | Frequency (%) |
| 138626 | 14.1% | |
| a | 72666 | 7.4% |
| n | 63274 | 6.4% |
| i | 56418 | 5.7% |
| e | 54238 | 5.5% |
| , | 51159 | 5.2% |
| o | 40778 | 4.1% |
| r | 35440 | 3.6% |
| l | 31065 | 3.1% |
| t | 29340 | 3.0% |
| Other values (64) | 413639 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 986643 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 138626 | 14.1% | |
| a | 72666 | 7.4% |
| n | 63274 | 6.4% |
| i | 56418 | 5.7% |
| e | 54238 | 5.5% |
| , | 51159 | 5.2% |
| o | 40778 | 4.1% |
| r | 35440 | 3.6% |
| l | 31065 | 3.1% |
| t | 29340 | 3.0% |
| Other values (64) | 413639 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 986643 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 138626 | 14.1% | |
| a | 72666 | 7.4% |
| n | 63274 | 6.4% |
| i | 56418 | 5.7% |
| e | 54238 | 5.5% |
| , | 51159 | 5.2% |
| o | 40778 | 4.1% |
| r | 35440 | 3.6% |
| l | 31065 | 3.1% |
| t | 29340 | 3.0% |
| Other values (64) | 413639 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 986643 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 138626 | 14.1% | |
| a | 72666 | 7.4% |
| n | 63274 | 6.4% |
| i | 56418 | 5.7% |
| e | 54238 | 5.5% |
| , | 51159 | 5.2% |
| o | 40778 | 4.1% |
| r | 35440 | 3.6% |
| l | 31065 | 3.1% |
| t | 29340 | 3.0% |
| Other values (64) | 413639 |
Affiliations
Text
Missing
| Distinct | 2946 |
|---|---|
| Distinct (%) | 60.7% |
| Missing | 290 |
| Missing (%) | 5.6% |
| Memory size | 553.5 KiB |
Length
| Max length | 725 |
|---|---|
| Median length | 277 |
| Mean length | 65.883141 |
| Min length | 5 |
Unique
| Unique | 2239 ? |
|---|---|
| Unique (%) | 46.1% |
Sample
| 1st row | FHNW University of Applied Sciences & Arts Northwestern Switzerland; State University of New York (SUNY) System; SUNY Old Westbury |
|---|---|
| 2nd row | Asia University Taiwan |
| 3rd row | National Pingtung University |
| 4th row | Sanming University |
| 5th row | Central China Normal University; Zhongnan University of Economics & Law |
| Value | Count | Frequency (%) |
| university | 7968 | 19.6% |
| of | 4565 | 11.2% |
| system | 1195 | 2.9% |
| de | 1011 | 2.5% |
| state | 863 | 2.1% |
| universidad | 646 | 1.6% |
| technology | 615 | 1.5% |
| national | 538 | 1.3% |
| 511 | 1.3% | |
| normal | 427 | 1.1% |
| Other values (2213) | 22277 |
Most occurring characters
| Value | Count | Frequency (%) |
| 35764 | 11.2% | |
| i | 31015 | 9.7% |
| e | 25491 | 8.0% |
| n | 23036 | 7.2% |
| a | 19425 | 6.1% |
| t | 19410 | 6.1% |
| r | 17039 | 5.3% |
| o | 16905 | 5.3% |
| s | 16473 | 5.2% |
| y | 11380 | 3.6% |
| Other values (57) | 103727 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 319665 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 35764 | 11.2% | |
| i | 31015 | 9.7% |
| e | 25491 | 8.0% |
| n | 23036 | 7.2% |
| a | 19425 | 6.1% |
| t | 19410 | 6.1% |
| r | 17039 | 5.3% |
| o | 16905 | 5.3% |
| s | 16473 | 5.2% |
| y | 11380 | 3.6% |
| Other values (57) | 103727 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 319665 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 35764 | 11.2% | |
| i | 31015 | 9.7% |
| e | 25491 | 8.0% |
| n | 23036 | 7.2% |
| a | 19425 | 6.1% |
| t | 19410 | 6.1% |
| r | 17039 | 5.3% |
| o | 16905 | 5.3% |
| s | 16473 | 5.2% |
| y | 11380 | 3.6% |
| Other values (57) | 103727 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 319665 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 35764 | 11.2% | |
| i | 31015 | 9.7% |
| e | 25491 | 8.0% |
| n | 23036 | 7.2% |
| a | 19425 | 6.1% |
| t | 19410 | 6.1% |
| r | 17039 | 5.3% |
| o | 16905 | 5.3% |
| s | 16473 | 5.2% |
| y | 11380 | 3.6% |
| Other values (57) | 103727 |
Reprint Addresses
Text
Missing
| Distinct | 4614 |
|---|---|
| Distinct (%) | 91.4% |
| Missing | 92 |
| Missing (%) | 1.8% |
| Memory size | 825.3 KiB |
Length
| Max length | 457 |
|---|---|
| Median length | 309 |
| Mean length | 108.82515 |
| Min length | 53 |
Unique
| Unique | 4297 ? |
|---|---|
| Unique (%) | 85.1% |
Sample
| 1st row | WeiguoZou (autor correspondiente), Yancheng Inst Ind Technol, Yancheng 224001, Peoples R China. |
|---|---|
| 2nd row | Repenning, A (autor correspondiente), Univ Appl Sci & Arts Northwestern Switzerland FHN, Sch Educ, CH-5210 Windisch, Switzerland. |
| 3rd row | Shih, WC (autor correspondiente), Asia Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan. |
| 4th row | Wu, SY (autor correspondiente), Natl Pingtung Univ, Dept Sci Commun, Pingtung, Taiwan. |
| 5th row | Song, LL (autor correspondiente), Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China. |
| Value | Count | Frequency (%) |
| autor | 5466 | 7.1% |
| correspondiente | 5466 | 7.1% |
| univ | 4623 | 6.0% |
| educ | 1854 | 2.4% |
| 1746 | 2.3% | |
| dept | 1583 | 2.1% |
| usa | 1334 | 1.7% |
| sci | 1178 | 1.5% |
| technol | 894 | 1.2% |
| r | 860 | 1.1% |
| Other values (9706) | 52044 |
Most occurring characters
| Value | Count | Frequency (%) |
| 71998 | 13.1% | |
| e | 37359 | 6.8% |
| n | 36595 | 6.7% |
| o | 32759 | 6.0% |
| a | 32347 | 5.9% |
| r | 29615 | 5.4% |
| , | 28712 | 5.2% |
| i | 27120 | 4.9% |
| t | 23983 | 4.4% |
| c | 15332 | 2.8% |
| Other values (80) | 213747 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 549567 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 71998 | 13.1% | |
| e | 37359 | 6.8% |
| n | 36595 | 6.7% |
| o | 32759 | 6.0% |
| a | 32347 | 5.9% |
| r | 29615 | 5.4% |
| , | 28712 | 5.2% |
| i | 27120 | 4.9% |
| t | 23983 | 4.4% |
| c | 15332 | 2.8% |
| Other values (80) | 213747 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 549567 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 71998 | 13.1% | |
| e | 37359 | 6.8% |
| n | 36595 | 6.7% |
| o | 32759 | 6.0% |
| a | 32347 | 5.9% |
| r | 29615 | 5.4% |
| , | 28712 | 5.2% |
| i | 27120 | 4.9% |
| t | 23983 | 4.4% |
| c | 15332 | 2.8% |
| Other values (80) | 213747 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 549567 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 71998 | 13.1% | |
| e | 37359 | 6.8% |
| n | 36595 | 6.7% |
| o | 32759 | 6.0% |
| a | 32347 | 5.9% |
| r | 29615 | 5.4% |
| , | 28712 | 5.2% |
| i | 27120 | 4.9% |
| t | 23983 | 4.4% |
| c | 15332 | 2.8% |
| Other values (80) | 213747 |
Email Addresses
Text
Missing
| Distinct | 4153 |
|---|---|
| Distinct (%) | 88.6% |
| Missing | 454 |
| Missing (%) | 8.8% |
| Memory size | 491.5 KiB |
Length
| Max length | 726 |
|---|---|
| Median length | 224 |
| Mean length | 55.236561 |
| Min length | 10 |
Unique
| Unique | 3808 ? |
|---|---|
| Unique (%) | 81.2% |
Sample
| 1st row | alexander.repenning@fhnw.ch; basawapatnaa@oldwestbury.edu; nora.escherle@fhnw.ch |
|---|---|
| 2nd row | wjshih@asia.edu.tw |
| 3rd row | digschool@gmail.com |
| 4th row | smlcj123@163.com |
| 5th row | zwccnu@ccnu.edu.cn; linglingsong@mails.ccnu.edu.cn; hxj168168@zuel.edu.cn; wlqyy_fam@163.com |
| Value | Count | Frequency (%) |
| sckong@eduhk.hk | 28 | 0.2% |
| grex@gsyc.urjc.es | 27 | 0.2% |
| mroman@edu.uned.es | 26 | 0.2% |
| dmfranklin@uchicago.edu | 23 | 0.2% |
| fgarcia@usal.es | 21 | 0.2% |
| jesus.moreno@programamos.es | 20 | 0.2% |
| bwmott@ncsu.edu | 19 | 0.2% |
| ayadav@msu.edu | 19 | 0.2% |
| misrael@coe.ufl.edu | 18 | 0.2% |
| wongkwg@hku.hk | 17 | 0.1% |
| Other values (7914) | 11512 |
Most occurring characters
| Value | Count | Frequency (%) |
| . | 20964 | 8.1% |
| e | 19980 | 7.7% |
| a | 19952 | 7.7% |
| u | 16960 | 6.5% |
| i | 14648 | 5.7% |
| n | 13614 | 5.3% |
| @ | 11731 | 4.5% |
| o | 11267 | 4.4% |
| c | 11123 | 4.3% |
| r | 10954 | 4.2% |
| Other values (59) | 107756 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 258949 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| . | 20964 | 8.1% |
| e | 19980 | 7.7% |
| a | 19952 | 7.7% |
| u | 16960 | 6.5% |
| i | 14648 | 5.7% |
| n | 13614 | 5.3% |
| @ | 11731 | 4.5% |
| o | 11267 | 4.4% |
| c | 11123 | 4.3% |
| r | 10954 | 4.2% |
| Other values (59) | 107756 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 258949 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| . | 20964 | 8.1% |
| e | 19980 | 7.7% |
| a | 19952 | 7.7% |
| u | 16960 | 6.5% |
| i | 14648 | 5.7% |
| n | 13614 | 5.3% |
| @ | 11731 | 4.5% |
| o | 11267 | 4.4% |
| c | 11123 | 4.3% |
| r | 10954 | 4.2% |
| Other values (59) | 107756 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 258949 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| . | 20964 | 8.1% |
| e | 19980 | 7.7% |
| a | 19952 | 7.7% |
| u | 16960 | 6.5% |
| i | 14648 | 5.7% |
| n | 13614 | 5.3% |
| @ | 11731 | 4.5% |
| o | 11267 | 4.4% |
| c | 11123 | 4.3% |
| r | 10954 | 4.2% |
| Other values (59) | 107756 |
Researcher Ids
Text
Missing
| Distinct | 2728 |
|---|---|
| Distinct (%) | 81.5% |
| Missing | 1794 |
| Missing (%) | 34.9% |
| Memory size | 463.6 KiB |
Length
| Max length | 503 |
|---|---|
| Median length | 201 |
| Mean length | 53.68399 |
| Min length | 18 |
Unique
| Unique | 2367 ? |
|---|---|
| Unique (%) | 70.7% |
Sample
| 1st row | Wu, Sheng-Yi/C-4143-2011 |
|---|---|
| 2nd row | Leung, Jessica Shuk Ching/G-4619-2013; Ezeamuzie, Ndudi Okechukwu/ABG-1289-2021 |
| 3rd row | Bower, Matt/J-7574-2016; Arguel, Amaël/H-4424-2019; Boom, Kay-Dennis/R-5200-2018 |
| 4th row | deng, wenbo/AAI-3947-2020 |
| 5th row | Liu, Shuai/P-3939-2017; Srivastava, Gautam/N-5668-2019 |
| Value | Count | Frequency (%) |
| 758 | 5.5% | |
| chen | 50 | 0.4% |
| li | 48 | 0.3% |
| de | 42 | 0.3% |
| wong | 40 | 0.3% |
| wang | 40 | 0.3% |
| liu | 39 | 0.3% |
| yang | 38 | 0.3% |
| hsu | 36 | 0.3% |
| marcos/c-5705-2013 | 33 | 0.2% |
| Other values (5933) | 12617 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 12812 | 7.1% |
| - | 12632 | 7.0% |
| 10393 | 5.8% | |
| a | 9671 | 5.4% |
| 0 | 8919 | 5.0% |
| e | 6425 | 3.6% |
| n | 6140 | 3.4% |
| i | 6132 | 3.4% |
| / | 5888 | 3.3% |
| , | 5887 | 3.3% |
| Other values (145) | 94835 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 179734 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 2 | 12812 | 7.1% |
| - | 12632 | 7.0% |
| 10393 | 5.8% | |
| a | 9671 | 5.4% |
| 0 | 8919 | 5.0% |
| e | 6425 | 3.6% |
| n | 6140 | 3.4% |
| i | 6132 | 3.4% |
| / | 5888 | 3.3% |
| , | 5887 | 3.3% |
| Other values (145) | 94835 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 179734 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 2 | 12812 | 7.1% |
| - | 12632 | 7.0% |
| 10393 | 5.8% | |
| a | 9671 | 5.4% |
| 0 | 8919 | 5.0% |
| e | 6425 | 3.6% |
| n | 6140 | 3.4% |
| i | 6132 | 3.4% |
| / | 5888 | 3.3% |
| , | 5887 | 3.3% |
| Other values (145) | 94835 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 179734 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 2 | 12812 | 7.1% |
| - | 12632 | 7.0% |
| 10393 | 5.8% | |
| a | 9671 | 5.4% |
| 0 | 8919 | 5.0% |
| e | 6425 | 3.6% |
| n | 6140 | 3.4% |
| i | 6132 | 3.4% |
| / | 5888 | 3.3% |
| , | 5887 | 3.3% |
| Other values (145) | 94835 |
ORCIDs
Text
Missing
| Distinct | 2942 |
|---|---|
| Distinct (%) | 87.4% |
| Missing | 1775 |
| Missing (%) | 34.5% |
| Memory size | 544.3 KiB |
Length
| Max length | 438 |
|---|---|
| Median length | 238 |
| Mean length | 73.659341 |
| Min length | 24 |
Unique
| Unique | 2662 ? |
|---|---|
| Unique (%) | 79.1% |
Sample
| 1st row | REPENNING, ALEXANDER/0000-0002-2165-7533 |
|---|---|
| 2nd row | Shih, Wen-Chung/0000-0003-4838-8473 |
| 3rd row | Wu, Sheng-Yi/0000-0003-3022-1843 |
| 4th row | Benke, Gertraud/0000-0002-6710-191X |
| 5th row | REPENNING, ALEXANDER/0000-0002-2165-7533 |
| Value | Count | Frequency (%) |
| 64 | 0.4% | |
| lee | 57 | 0.4% |
| li | 52 | 0.3% |
| liu | 50 | 0.3% |
| yang | 46 | 0.3% |
| chen | 44 | 0.3% |
| sun | 43 | 0.3% |
| wong | 40 | 0.3% |
| wang | 39 | 0.3% |
| de | 39 | 0.3% |
| Other values (7635) | 14622 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 51465 | |
| - | 20684 | 8.3% |
| 11729 | 4.7% | |
| a | 10762 | 4.3% |
| 2 | 8446 | 3.4% |
| e | 7591 | 3.1% |
| i | 7104 | 2.9% |
| n | 7091 | 2.9% |
| 1 | 6945 | 2.8% |
| / | 6631 | 2.7% |
| Other values (154) | 109563 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 248011 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 0 | 51465 | |
| - | 20684 | 8.3% |
| 11729 | 4.7% | |
| a | 10762 | 4.3% |
| 2 | 8446 | 3.4% |
| e | 7591 | 3.1% |
| i | 7104 | 2.9% |
| n | 7091 | 2.9% |
| 1 | 6945 | 2.8% |
| / | 6631 | 2.7% |
| Other values (154) | 109563 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 248011 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 0 | 51465 | |
| - | 20684 | 8.3% |
| 11729 | 4.7% | |
| a | 10762 | 4.3% |
| 2 | 8446 | 3.4% |
| e | 7591 | 3.1% |
| i | 7104 | 2.9% |
| n | 7091 | 2.9% |
| 1 | 6945 | 2.8% |
| / | 6631 | 2.7% |
| Other values (154) | 109563 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 248011 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 0 | 51465 | |
| - | 20684 | 8.3% |
| 11729 | 4.7% | |
| a | 10762 | 4.3% |
| 2 | 8446 | 3.4% |
| e | 7591 | 3.1% |
| i | 7104 | 2.9% |
| n | 7091 | 2.9% |
| 1 | 6945 | 2.8% |
| / | 6631 | 2.7% |
| Other values (154) | 109563 |
Funding Orgs
Text
Missing
| Distinct | 2081 |
|---|---|
| Distinct (%) | 89.6% |
| Missing | 2820 |
| Missing (%) | 54.8% |
| Memory size | 463.5 KiB |
Length
| Max length | 943 |
|---|---|
| Median length | 356 |
| Mean length | 116.06202 |
| Min length | 4 |
Unique
| Unique | 1942 ? |
|---|---|
| Unique (%) | 83.6% |
Sample
| 1st row | Ministry of Science and Technology of Republic of China [MOST 106-2511-S-468 -005 -MY2] |
|---|---|
| 2nd row | National Natural Science Foundation of China [61977031] |
| 3rd row | Second Round of Research Projects for Shanghai Private Colleges [2016-SHNGE-08ZD] |
| 4th row | Hasler Foundation; National Science Foundation [0833612, 1345523, 0848962]; Direct For Education and Human Resources; Division Of Research On Learning [0833612] Funding Source: National Science Foundation; Directorate For Engineering [0848962, 1345523] Funding Source: National Science Foundation; Div Of Industrial Innovation & Partnersh [1345523, 0848962] Funding Source: National Science Foundation |
| 5th row | Institute of Museum and Library Services, USA [LG-14-19-0079-19] |
| Value | Count | Frequency (%) |
| of | 2073 | 6.3% |
| science | 1422 | 4.3% |
| national | 1221 | 3.7% |
| foundation | 1200 | 3.6% |
| and | 1114 | 3.4% |
| research | 899 | 2.7% |
| education | 825 | 2.5% |
| for | 666 | 2.0% |
| the | 661 | 2.0% |
| university | 418 | 1.3% |
| Other values (5172) | 22606 |
Most occurring characters
| Value | Count | Frequency (%) |
| 30786 | 11.4% | |
| n | 19062 | 7.1% |
| e | 16678 | 6.2% |
| i | 16290 | 6.0% |
| a | 15502 | 5.8% |
| o | 15467 | 5.7% |
| t | 11341 | 4.2% |
| r | 9949 | 3.7% |
| c | 9685 | 3.6% |
| u | 6688 | 2.5% |
| Other values (76) | 118048 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 269496 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 30786 | 11.4% | |
| n | 19062 | 7.1% |
| e | 16678 | 6.2% |
| i | 16290 | 6.0% |
| a | 15502 | 5.8% |
| o | 15467 | 5.7% |
| t | 11341 | 4.2% |
| r | 9949 | 3.7% |
| c | 9685 | 3.6% |
| u | 6688 | 2.5% |
| Other values (76) | 118048 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 269496 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 30786 | 11.4% | |
| n | 19062 | 7.1% |
| e | 16678 | 6.2% |
| i | 16290 | 6.0% |
| a | 15502 | 5.8% |
| o | 15467 | 5.7% |
| t | 11341 | 4.2% |
| r | 9949 | 3.7% |
| c | 9685 | 3.6% |
| u | 6688 | 2.5% |
| Other values (76) | 118048 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 269496 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 30786 | 11.4% | |
| n | 19062 | 7.1% |
| e | 16678 | 6.2% |
| i | 16290 | 6.0% |
| a | 15502 | 5.8% |
| o | 15467 | 5.7% |
| t | 11341 | 4.2% |
| r | 9949 | 3.7% |
| c | 9685 | 3.6% |
| u | 6688 | 2.5% |
| Other values (76) | 118048 |
Missing
| Distinct | 1661 |
|---|---|
| Distinct (%) | 72.2% |
| Missing | 2841 |
| Missing (%) | 55.3% |
| Memory size | 496.4 KiB |
Length
| Max length | 938 |
|---|---|
| Median length | 418 |
| Mean length | 131.9409 |
| Min length | 1 |
Unique
| Unique | 1509 ? |
|---|---|
| Unique (%) | 65.6% |
Sample
| 1st row | Ministry of Science and Technology of Republic of China(Ministry of Science and Technology, Taiwan) |
|---|---|
| 2nd row | National Natural Science Foundation of China(National Natural Science Foundation of China (NSFC)) |
| 3rd row | Second Round of Research Projects for Shanghai Private Colleges |
| 4th row | Hasler Foundation; National Science Foundation(National Science Foundation (NSF)); Direct For Education and Human Resources; Division Of Research On Learning(National Science Foundation (NSF)NSF - Directorate for STEM Education (EDU)); Directorate For Engineering(National Science Foundation (NSF)NSF - Directorate for Engineering (ENG)); Div Of Industrial Innovation & Partnersh(National Science Foundation (NSF)NSF - Directorate for Engineering (ENG)) |
| 5th row | Institute of Museum and Library Services, USA |
| Value | Count | Frequency (%) |
| of | 2630 | 6.9% |
| science | 2311 | 6.1% |
| foundation | 1474 | 3.9% |
| and | 1254 | 3.3% |
| research | 1117 | 2.9% |
| 1114 | 2.9% | |
| education | 1074 | 2.8% |
| for | 1068 | 2.8% |
| national | 941 | 2.5% |
| the | 711 | 1.9% |
| Other values (3562) | 24359 |
Most occurring characters
| Value | Count | Frequency (%) |
| 35755 | 11.8% | |
| n | 25359 | 8.4% |
| e | 22252 | 7.3% |
| i | 22112 | 7.3% |
| o | 21547 | 7.1% |
| a | 21497 | 7.1% |
| t | 15642 | 5.2% |
| c | 13412 | 4.4% |
| r | 12514 | 4.1% |
| u | 7963 | 2.6% |
| Other values (73) | 105543 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 303596 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 35755 | 11.8% | |
| n | 25359 | 8.4% |
| e | 22252 | 7.3% |
| i | 22112 | 7.3% |
| o | 21547 | 7.1% |
| a | 21497 | 7.1% |
| t | 15642 | 5.2% |
| c | 13412 | 4.4% |
| r | 12514 | 4.1% |
| u | 7963 | 2.6% |
| Other values (73) | 105543 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 303596 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 35755 | 11.8% | |
| n | 25359 | 8.4% |
| e | 22252 | 7.3% |
| i | 22112 | 7.3% |
| o | 21547 | 7.1% |
| a | 21497 | 7.1% |
| t | 15642 | 5.2% |
| c | 13412 | 4.4% |
| r | 12514 | 4.1% |
| u | 7963 | 2.6% |
| Other values (73) | 105543 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 303596 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 35755 | 11.8% | |
| n | 25359 | 8.4% |
| e | 22252 | 7.3% |
| i | 22112 | 7.3% |
| o | 21547 | 7.1% |
| a | 21497 | 7.1% |
| t | 15642 | 5.2% |
| c | 13412 | 4.4% |
| r | 12514 | 4.1% |
| u | 7963 | 2.6% |
| Other values (73) | 105543 |
Funding Text
Text
Missing
| Distinct | 2166 |
|---|---|
| Distinct (%) | 93.5% |
| Missing | 2826 |
| Missing (%) | 55.0% |
| Memory size | 770.4 KiB |
Length
| Max length | 1613 |
|---|---|
| Median length | 564 |
| Mean length | 252.52504 |
| Min length | 11 |
Unique
| Unique | 2100 ? |
|---|---|
| Unique (%) | 90.7% |
Sample
| 1st row | This research was supported by Ministry of Science and Technology of Republic of China under the number of MOST 106-2511-S-468 -005 -MY2. |
|---|---|
| 2nd row | This work has been finally supported by the National Natural Science Foundation of China (Grant No.61977031) named Research on the Intelligent Comprehensive Assessment of Computational Thinking for the Key Competence. |
| 3rd row | This Research was financially supported by the Second Round of Research Projects for Shanghai Private Colleges (2016-SHNGE-08ZD, Thanks for the help. |
| 4th row | This work is supported by the Hasler Foundation and the National Science Foundation under Grant Numbers 0833612, 1345523, and 0848962. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of these foundations. |
| 5th row | This work was supported by the Institute of Museum and Library Services, USA under Grant #LG-14-19-0079-19. |
| Value | Count | Frequency (%) |
| the | 6760 | 8.0% |
| of | 3565 | 4.2% |
| and | 3482 | 4.1% |
| this | 2424 | 2.9% |
| by | 2255 | 2.7% |
| research | 1652 | 1.9% |
| for | 1412 | 1.7% |
| in | 1356 | 1.6% |
| supported | 1320 | 1.6% |
| science | 1277 | 1.5% |
| Other values (9325) | 59488 |
Most occurring characters
| Value | Count | Frequency (%) |
| 82685 | 14.1% | |
| e | 44355 | 7.6% |
| n | 36143 | 6.2% |
| a | 35041 | 6.0% |
| t | 34360 | 5.9% |
| o | 34164 | 5.8% |
| i | 32012 | 5.5% |
| r | 29464 | 5.0% |
| s | 24037 | 4.1% |
| h | 18673 | 3.2% |
| Other values (81) | 213914 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 584848 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 82685 | 14.1% | |
| e | 44355 | 7.6% |
| n | 36143 | 6.2% |
| a | 35041 | 6.0% |
| t | 34360 | 5.9% |
| o | 34164 | 5.8% |
| i | 32012 | 5.5% |
| r | 29464 | 5.0% |
| s | 24037 | 4.1% |
| h | 18673 | 3.2% |
| Other values (81) | 213914 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 584848 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 82685 | 14.1% | |
| e | 44355 | 7.6% |
| n | 36143 | 6.2% |
| a | 35041 | 6.0% |
| t | 34360 | 5.9% |
| o | 34164 | 5.8% |
| i | 32012 | 5.5% |
| r | 29464 | 5.0% |
| s | 24037 | 4.1% |
| h | 18673 | 3.2% |
| Other values (81) | 213914 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 584848 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 82685 | 14.1% | |
| e | 44355 | 7.6% |
| n | 36143 | 6.2% |
| a | 35041 | 6.0% |
| t | 34360 | 5.9% |
| o | 34164 | 5.8% |
| i | 32012 | 5.5% |
| r | 29464 | 5.0% |
| s | 24037 | 4.1% |
| h | 18673 | 3.2% |
| Other values (81) | 213914 |
Cited References
Unsupported
Missing Rejected Unsupported
| Missing | 5142 |
|---|---|
| Missing (%) | 100.0% |
| Memory size | 40.3 KiB |
Cited Reference Count
Real number (ℝ)
High correlation Zeros
| Distinct | 182 |
|---|---|
| Distinct (%) | 3.5% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 41.762738 |
| Minimum | 0 |
|---|---|
| Maximum | 678 |
| Zeros | 114 |
| Zeros (%) | 2.2% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 4 |
| Q1 | 17 |
| median | 35 |
| Q3 | 59 |
| 95-th percentile | 100 |
| Maximum | 678 |
| Range | 678 |
| Interquartile range (IQR) | 42 |
Descriptive statistics
| Standard deviation | 33.371033 |
|---|---|
| Coefficient of variation (CV) | 0.79906239 |
| Kurtosis | 28.081157 |
| Mean | 41.762738 |
| Median Absolute Deviation (MAD) | 20 |
| Skewness | 2.5458066 |
| Sum | 214744 |
| Variance | 1113.6259 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 114 | 2.2% |
| 10 | 92 | 1.8% |
| 15 | 89 | 1.7% |
| 16 | 85 | 1.7% |
| 21 | 85 | 1.7% |
| 7 | 84 | 1.6% |
| 13 | 82 | 1.6% |
| 8 | 82 | 1.6% |
| 5 | 82 | 1.6% |
| 19 | 81 | 1.6% |
| Other values (172) | 4266 |
| Value | Count | Frequency (%) |
| 0 | 114 | |
| 1 | 32 | 0.6% |
| 2 | 24 | 0.5% |
| 3 | 64 | |
| 4 | 57 | |
| 5 | 82 | |
| 6 | 72 | |
| 7 | 84 | |
| 8 | 82 | |
| 9 | 73 |
| Value | Count | Frequency (%) |
| 678 | 1 | |
| 310 | 1 | |
| 262 | 1 | |
| 217 | 1 | |
| 208 | 2 | |
| 207 | 1 | |
| 203 | 1 | |
| 201 | 1 | |
| 191 | 1 | |
| 190 | 1 |
Times Cited, WoS Core
Real number (ℝ)
High correlation Skewed Zeros
| Distinct | 162 |
|---|---|
| Distinct (%) | 3.2% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 12.083042 |
| Minimum | 0 |
|---|---|
| Maximum | 3737 |
| Zeros | 1472 |
| Zeros (%) | 28.6% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 3 |
| Q3 | 9 |
| 95-th percentile | 46.95 |
| Maximum | 3737 |
| Range | 3737 |
| Interquartile range (IQR) | 9 |
Descriptive statistics
| Standard deviation | 65.510836 |
|---|---|
| Coefficient of variation (CV) | 5.4217173 |
| Kurtosis | 2088.149 |
| Mean | 12.083042 |
| Median Absolute Deviation (MAD) | 3 |
| Skewness | 39.490117 |
| Sum | 62131 |
| Variance | 4291.6696 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 1472 | |
| 1 | 656 | |
| 2 | 434 | 8.4% |
| 3 | 318 | 6.2% |
| 4 | 229 | 4.5% |
| 5 | 211 | 4.1% |
| 6 | 173 | 3.4% |
| 7 | 159 | 3.1% |
| 8 | 111 | 2.2% |
| 9 | 109 | 2.1% |
| Other values (152) | 1270 |
| Value | Count | Frequency (%) |
| 0 | 1472 | |
| 1 | 656 | |
| 2 | 434 | 8.4% |
| 3 | 318 | 6.2% |
| 4 | 229 | 4.5% |
| 5 | 211 | 4.1% |
| 6 | 173 | 3.4% |
| 7 | 159 | 3.1% |
| 8 | 111 | 2.2% |
| 9 | 109 | 2.1% |
| Value | Count | Frequency (%) |
| 3737 | 1 | |
| 1337 | 1 | |
| 969 | 1 | |
| 816 | 1 | |
| 779 | 1 | |
| 752 | 1 | |
| 545 | 1 | |
| 484 | 1 | |
| 455 | 1 | |
| 384 | 1 |
Times Cited, All Databases
Real number (ℝ)
High correlation Skewed Zeros
| Distinct | 187 |
|---|---|
| Distinct (%) | 3.6% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 15.186698 |
| Minimum | 0 |
|---|---|
| Maximum | 4918 |
| Zeros | 1307 |
| Zeros (%) | 25.4% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 3 |
| Q3 | 12 |
| 95-th percentile | 56 |
| Maximum | 4918 |
| Range | 4918 |
| Interquartile range (IQR) | 12 |
Descriptive statistics
| Standard deviation | 85.736543 |
|---|---|
| Coefficient of variation (CV) | 5.6455027 |
| Kurtosis | 2136.7135 |
| Mean | 15.186698 |
| Median Absolute Deviation (MAD) | 3 |
| Skewness | 40.13762 |
| Sum | 78090 |
| Variance | 7350.7549 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 1307 | |
| 1 | 647 | |
| 2 | 419 | 8.1% |
| 3 | 294 | 5.7% |
| 4 | 236 | 4.6% |
| 5 | 194 | 3.8% |
| 6 | 173 | 3.4% |
| 7 | 163 | 3.2% |
| 8 | 121 | 2.4% |
| 9 | 111 | 2.2% |
| Other values (177) | 1477 |
| Value | Count | Frequency (%) |
| 0 | 1307 | |
| 1 | 647 | |
| 2 | 419 | 8.1% |
| 3 | 294 | 5.7% |
| 4 | 236 | 4.6% |
| 5 | 194 | 3.8% |
| 6 | 173 | 3.4% |
| 7 | 163 | 3.2% |
| 8 | 121 | 2.4% |
| 9 | 111 | 2.2% |
| Value | Count | Frequency (%) |
| 4918 | 1 | |
| 1766 | 1 | |
| 1314 | 1 | |
| 1081 | 1 | |
| 994 | 1 | |
| 918 | 1 | |
| 728 | 1 | |
| 601 | 1 | |
| 545 | 1 | |
| 472 | 1 |
180 Day Usage Count
Real number (ℝ)
High correlation Zeros
| Distinct | 87 |
|---|---|
| Distinct (%) | 1.7% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 4.0560093 |
| Minimum | 0 |
|---|---|
| Maximum | 272 |
| Zeros | 2249 |
| Zeros (%) | 43.7% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 0 |
| median | 1 |
| Q3 | 4 |
| 95-th percentile | 16 |
| Maximum | 272 |
| Range | 272 |
| Interquartile range (IQR) | 4 |
Descriptive statistics
| Standard deviation | 11.882995 |
|---|---|
| Coefficient of variation (CV) | 2.9297258 |
| Kurtosis | 167.75952 |
| Mean | 4.0560093 |
| Median Absolute Deviation (MAD) | 1 |
| Skewness | 10.570871 |
| Sum | 20856 |
| Variance | 141.20558 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 2249 | |
| 1 | 805 | 15.7% |
| 2 | 426 | 8.3% |
| 3 | 285 | 5.5% |
| 4 | 227 | 4.4% |
| 5 | 193 | 3.8% |
| 6 | 126 | 2.5% |
| 7 | 122 | 2.4% |
| 8 | 88 | 1.7% |
| 9 | 72 | 1.4% |
| Other values (77) | 549 | 10.7% |
| Value | Count | Frequency (%) |
| 0 | 2249 | |
| 1 | 805 | 15.7% |
| 2 | 426 | 8.3% |
| 3 | 285 | 5.5% |
| 4 | 227 | 4.4% |
| 5 | 193 | 3.8% |
| 6 | 126 | 2.5% |
| 7 | 122 | 2.4% |
| 8 | 88 | 1.7% |
| 9 | 72 | 1.4% |
| Value | Count | Frequency (%) |
| 272 | 1 | |
| 259 | 1 | |
| 241 | 1 | |
| 169 | 1 | |
| 168 | 1 | |
| 158 | 1 | |
| 155 | 1 | |
| 145 | 1 | |
| 144 | 1 | |
| 115 | 2 |
Since 2013 Usage Count
Real number (ℝ)
High correlation Zeros
| Distinct | 283 |
|---|---|
| Distinct (%) | 5.5% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 32.582069 |
| Minimum | 0 |
|---|---|
| Maximum | 1076 |
| Zeros | 430 |
| Zeros (%) | 8.4% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 0 |
|---|---|
| 5-th percentile | 0 |
| Q1 | 3 |
| median | 11 |
| Q3 | 36 |
| 95-th percentile | 134 |
| Maximum | 1076 |
| Range | 1076 |
| Interquartile range (IQR) | 33 |
Descriptive statistics
| Standard deviation | 64.339985 |
|---|---|
| Coefficient of variation (CV) | 1.9747053 |
| Kurtosis | 60.15913 |
| Mean | 32.582069 |
| Median Absolute Deviation (MAD) | 10 |
| Skewness | 6.1208886 |
| Sum | 167537 |
| Variance | 4139.6337 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 0 | 430 | 8.4% |
| 1 | 339 | 6.6% |
| 3 | 316 | 6.1% |
| 2 | 310 | 6.0% |
| 4 | 251 | 4.9% |
| 5 | 231 | 4.5% |
| 7 | 184 | 3.6% |
| 6 | 148 | 2.9% |
| 8 | 132 | 2.6% |
| 10 | 118 | 2.3% |
| Other values (273) | 2683 |
| Value | Count | Frequency (%) |
| 0 | 430 | |
| 1 | 339 | |
| 2 | 310 | |
| 3 | 316 | |
| 4 | 251 | |
| 5 | 231 | |
| 6 | 148 | 2.9% |
| 7 | 184 | |
| 8 | 132 | 2.6% |
| 9 | 105 | 2.0% |
| Value | Count | Frequency (%) |
| 1076 | 1 | |
| 979 | 1 | |
| 895 | 1 | |
| 853 | 1 | |
| 836 | 1 | |
| 792 | 1 | |
| 729 | 1 | |
| 697 | 1 | |
| 617 | 1 | |
| 613 | 1 |
Publisher
Text
| Distinct | 345 |
|---|---|
| Distinct (%) | 6.7% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 356.0 KiB |
Length
| Max length | 75 |
|---|---|
| Median length | 72 |
| Mean length | 21.872423 |
| Min length | 4 |
Unique
| Unique | 173 ? |
|---|---|
| Unique (%) | 3.4% |
Sample
| 1st row | ATLANTIS PRESS |
|---|---|
| 2nd row | SPRINGER INTERNATIONAL PUBLISHING AG |
| 3rd row | ASSOC COMPUTING MACHINERY |
| 4th row | IEEE |
| 5th row | INFORMATION ENGINEERING RESEARCH INST, USA |
| Value | Count | Frequency (%) |
| assoc | 1064 | 6.9% |
| springer | 898 | 5.9% |
| computing | 880 | 5.7% |
| machinery | 880 | 5.7% |
| ieee | 729 | 4.8% |
| 700 | 4.6% | |
| ltd | 687 | 4.5% |
| publishing | 371 | 2.4% |
| ag | 366 | 2.4% |
| univ | 363 | 2.4% |
| Other values (619) | 8382 |
Most occurring characters
| Value | Count | Frequency (%) |
| E | 11213 | 10.0% |
| I | 10885 | 9.7% |
| 10178 | 9.0% | |
| N | 8859 | 7.9% |
| A | 7690 | 6.8% |
| S | 7515 | 6.7% |
| R | 6903 | 6.1% |
| C | 6844 | 6.1% |
| O | 6048 | 5.4% |
| T | 5769 | 5.1% |
| Other values (46) | 30564 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 112468 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| E | 11213 | 10.0% |
| I | 10885 | 9.7% |
| 10178 | 9.0% | |
| N | 8859 | 7.9% |
| A | 7690 | 6.8% |
| S | 7515 | 6.7% |
| R | 6903 | 6.1% |
| C | 6844 | 6.1% |
| O | 6048 | 5.4% |
| T | 5769 | 5.1% |
| Other values (46) | 30564 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 112468 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| E | 11213 | 10.0% |
| I | 10885 | 9.7% |
| 10178 | 9.0% | |
| N | 8859 | 7.9% |
| A | 7690 | 6.8% |
| S | 7515 | 6.7% |
| R | 6903 | 6.1% |
| C | 6844 | 6.1% |
| O | 6048 | 5.4% |
| T | 5769 | 5.1% |
| Other values (46) | 30564 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 112468 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| E | 11213 | 10.0% |
| I | 10885 | 9.7% |
| 10178 | 9.0% | |
| N | 8859 | 7.9% |
| A | 7690 | 6.8% |
| S | 7515 | 6.7% |
| R | 6903 | 6.1% |
| C | 6844 | 6.1% |
| O | 6048 | 5.4% |
| T | 5769 | 5.1% |
| Other values (46) | 30564 |
Publisher City
Text
| Distinct | 236 |
|---|---|
| Distinct (%) | 4.6% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 285.4 KiB |
Length
| Max length | 22 |
|---|---|
| Median length | 21 |
| Mean length | 7.8160249 |
| Min length | 3 |
Unique
| Unique | 104 ? |
|---|---|
| Unique (%) | 2.0% |
Sample
| 1st row | PARIS |
|---|---|
| 2nd row | CHAM |
| 3rd row | NEW YORK |
| 4th row | NEW YORK |
| 5th row | NEWARK |
| Value | Count | Frequency (%) |
| new | 1882 | |
| york | 1880 | |
| cham | 365 | 4.8% |
| abingdon | 334 | 4.4% |
| basel | 233 | 3.1% |
| hoboken | 166 | 2.2% |
| dordrecht | 162 | 2.1% |
| oaks | 148 | 1.9% |
| thousand | 148 | 1.9% |
| oxford | 132 | 1.7% |
| Other values (264) | 2151 |
Most occurring characters
| Value | Count | Frequency (%) |
| O | 4015 | 10.0% |
| N | 3940 | 9.8% |
| E | 3594 | 8.9% |
| A | 3233 | 8.0% |
| R | 3055 | 7.6% |
| 2459 | 6.1% | |
| K | 2286 | 5.7% |
| Y | 2172 | 5.4% |
| W | 2025 | 5.0% |
| S | 1444 | 3.6% |
| Other values (47) | 11967 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 40190 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| O | 4015 | 10.0% |
| N | 3940 | 9.8% |
| E | 3594 | 8.9% |
| A | 3233 | 8.0% |
| R | 3055 | 7.6% |
| 2459 | 6.1% | |
| K | 2286 | 5.7% |
| Y | 2172 | 5.4% |
| W | 2025 | 5.0% |
| S | 1444 | 3.6% |
| Other values (47) | 11967 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 40190 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| O | 4015 | 10.0% |
| N | 3940 | 9.8% |
| E | 3594 | 8.9% |
| A | 3233 | 8.0% |
| R | 3055 | 7.6% |
| 2459 | 6.1% | |
| K | 2286 | 5.7% |
| Y | 2172 | 5.4% |
| W | 2025 | 5.0% |
| S | 1444 | 3.6% |
| Other values (47) | 11967 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 40190 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| O | 4015 | 10.0% |
| N | 3940 | 9.8% |
| E | 3594 | 8.9% |
| A | 3233 | 8.0% |
| R | 3055 | 7.6% |
| 2459 | 6.1% | |
| K | 2286 | 5.7% |
| Y | 2172 | 5.4% |
| W | 2025 | 5.0% |
| S | 1444 | 3.6% |
| Other values (47) | 11967 |
Publisher Address
Text
| Distinct | 367 |
|---|---|
| Distinct (%) | 7.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 501.0 KiB |
Length
| Max length | 128 |
|---|---|
| Median length | 118 |
| Mean length | 50.741929 |
| Min length | 26 |
Unique
| Unique | 188 ? |
|---|---|
| Unique (%) | 3.7% |
Sample
| 1st row | 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE |
|---|---|
| 2nd row | GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND |
| 3rd row | 1601 Broadway, 10th Floor, NEW YORK, NY, UNITED STATES |
| 4th row | 345 E 47TH ST, NEW YORK, NY 10017 USA |
| 5th row | 100 CONTINENTAL DR, NEWARK, DE 19713 USA |
| Value | Count | Frequency (%) |
| new | 2211 | 5.2% |
| york | 2174 | 5.1% |
| ny | 1891 | 4.4% |
| usa | 1705 | 4.0% |
| st | 1039 | 2.4% |
| broadway | 859 | 2.0% |
| united | 849 | 2.0% |
| states | 842 | 2.0% |
| switzerland | 721 | 1.7% |
| e | 717 | 1.7% |
| Other values (1648) | 29632 |
Most occurring characters
| Value | Count | Frequency (%) |
| 37498 | 14.4% | |
| A | 16293 | 6.2% |
| E | 15726 | 6.0% |
| , | 15544 | 6.0% |
| N | 14738 | 5.6% |
| S | 11453 | 4.4% |
| R | 11101 | 4.3% |
| T | 10257 | 3.9% |
| O | 9399 | 3.6% |
| 1 | 8772 | 3.4% |
| Other values (60) | 110134 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 260915 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 37498 | 14.4% | |
| A | 16293 | 6.2% |
| E | 15726 | 6.0% |
| , | 15544 | 6.0% |
| N | 14738 | 5.6% |
| S | 11453 | 4.4% |
| R | 11101 | 4.3% |
| T | 10257 | 3.9% |
| O | 9399 | 3.6% |
| 1 | 8772 | 3.4% |
| Other values (60) | 110134 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 260915 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 37498 | 14.4% | |
| A | 16293 | 6.2% |
| E | 15726 | 6.0% |
| , | 15544 | 6.0% |
| N | 14738 | 5.6% |
| S | 11453 | 4.4% |
| R | 11101 | 4.3% |
| T | 10257 | 3.9% |
| O | 9399 | 3.6% |
| 1 | 8772 | 3.4% |
| Other values (60) | 110134 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 260915 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 37498 | 14.4% | |
| A | 16293 | 6.2% |
| E | 15726 | 6.0% |
| , | 15544 | 6.0% |
| N | 14738 | 5.6% |
| S | 11453 | 4.4% |
| R | 11101 | 4.3% |
| T | 10257 | 3.9% |
| O | 9399 | 3.6% |
| 1 | 8772 | 3.4% |
| Other values (60) | 110134 |
ISSN
Text
Missing
| Distinct | 659 |
|---|---|
| Distinct (%) | 19.0% |
| Missing | 1667 |
| Missing (%) | 32.4% |
| Memory size | 249.0 KiB |
Length
| Max length | 9 |
|---|---|
| Median length | 9 |
| Mean length | 9 |
| Min length | 9 |
Unique
| Unique | 357 ? |
|---|---|
| Unique (%) | 10.3% |
Sample
| 1st row | 2352-5398 |
|---|---|
| 2nd row | 2474-0217 |
| 3rd row | 1943-6092 |
| 4th row | 0735-6331 |
| 5th row | 2211-1662 |
| Value | Count | Frequency (%) |
| 1360-2357 | 186 | 5.4% |
| 0302-9743 | 162 | 4.7% |
| 0190-5848 | 138 | 4.0% |
| 0735-6331 | 107 | 3.1% |
| 0360-1315 | 71 | 2.0% |
| 0899-3408 | 60 | 1.7% |
| 2165-9567 | 60 | 1.7% |
| 1059-0145 | 54 | 1.6% |
| 1049-4820 | 54 | 1.6% |
| 1648-5831 | 52 | 1.5% |
| Other values (649) | 2531 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 4020 | |
| 0 | 3811 | |
| - | 3475 | |
| 3 | 3108 | |
| 2 | 2937 | |
| 6 | 2582 | |
| 9 | 2416 | |
| 5 | 2315 | |
| 7 | 2296 | |
| 4 | 2146 | |
| Other values (2) | 2169 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 31275 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4020 | |
| 0 | 3811 | |
| - | 3475 | |
| 3 | 3108 | |
| 2 | 2937 | |
| 6 | 2582 | |
| 9 | 2416 | |
| 5 | 2315 | |
| 7 | 2296 | |
| 4 | 2146 | |
| Other values (2) | 2169 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 31275 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4020 | |
| 0 | 3811 | |
| - | 3475 | |
| 3 | 3108 | |
| 2 | 2937 | |
| 6 | 2582 | |
| 9 | 2416 | |
| 5 | 2315 | |
| 7 | 2296 | |
| 4 | 2146 | |
| Other values (2) | 2169 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 31275 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4020 | |
| 0 | 3811 | |
| - | 3475 | |
| 3 | 3108 | |
| 2 | 2937 | |
| 6 | 2582 | |
| 9 | 2416 | |
| 5 | 2315 | |
| 7 | 2296 | |
| 4 | 2146 | |
| Other values (2) | 2169 |
eISSN
Text
Missing
| Distinct | 489 |
|---|---|
| Distinct (%) | 19.1% |
| Missing | 2585 |
| Missing (%) | 50.3% |
| Memory size | 225.7 KiB |
Length
| Max length | 9 |
|---|---|
| Median length | 9 |
| Mean length | 9 |
| Min length | 9 |
Unique
| Unique | 279 ? |
|---|---|
| Unique (%) | 10.9% |
Sample
| 1st row | 1541-4140 |
|---|---|
| 2nd row | 2211-1670 |
| 3rd row | 1573-7608 |
| 4th row | 1573-7608 |
| 5th row | 1099-0542 |
| Value | Count | Frequency (%) |
| 1573-7608 | 186 | 7.3% |
| 1611-3349 | 161 | 6.3% |
| 1541-4140 | 107 | 4.2% |
| 2227-7102 | 85 | 3.3% |
| 1873-782x | 71 | 2.8% |
| 1744-5175 | 60 | 2.3% |
| 1744-5191 | 54 | 2.1% |
| 1573-1839 | 54 | 2.1% |
| 2335-8971 | 52 | 2.0% |
| 1878-0423 | 51 | 2.0% |
| Other values (479) | 1676 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 3695 | |
| - | 2557 | |
| 7 | 2416 | |
| 3 | 2078 | |
| 5 | 2077 | |
| 2 | 2048 | |
| 4 | 1799 | |
| 0 | 1646 | |
| 8 | 1586 | |
| 9 | 1497 | |
| Other values (2) | 1614 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 23013 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 3695 | |
| - | 2557 | |
| 7 | 2416 | |
| 3 | 2078 | |
| 5 | 2077 | |
| 2 | 2048 | |
| 4 | 1799 | |
| 0 | 1646 | |
| 8 | 1586 | |
| 9 | 1497 | |
| Other values (2) | 1614 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 23013 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 3695 | |
| - | 2557 | |
| 7 | 2416 | |
| 3 | 2078 | |
| 5 | 2077 | |
| 2 | 2048 | |
| 4 | 1799 | |
| 0 | 1646 | |
| 8 | 1586 | |
| 9 | 1497 | |
| Other values (2) | 1614 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 23013 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 3695 | |
| - | 2557 | |
| 7 | 2416 | |
| 3 | 2078 | |
| 5 | 2077 | |
| 2 | 2048 | |
| 4 | 1799 | |
| 0 | 1646 | |
| 8 | 1586 | |
| 9 | 1497 | |
| Other values (2) | 1614 |
ISBN
Text
Missing
| Distinct | 972 |
|---|---|
| Distinct (%) | 40.4% |
| Missing | 2737 |
| Missing (%) | 53.2% |
| Memory size | 250.8 KiB |
Length
| Max length | 55 |
|---|---|
| Median length | 17 |
| Mean length | 21.31185 |
| Min length | 13 |
Unique
| Unique | 611 ? |
|---|---|
| Unique (%) | 25.4% |
Sample
| 1st row | 978-94-62520-60-8 |
|---|---|
| 2nd row | 978-3-319-52691-1; 978-3-319-52690-4 |
| 3rd row | 978-1-4503-7210-7 |
| 4th row | 978-1-5386-5059-2 |
| 5th row | 978-1-16275-049-1 |
| Value | Count | Frequency (%) |
| 978-1-4503-6793-6 | 44 | 1.5% |
| 978-988-77034-4-0 | 32 | 1.1% |
| 978-1-4503-5103-4 | 30 | 1.0% |
| 978-1-4503-8062-1 | 27 | 0.9% |
| 978-3-319-52691-1 | 26 | 0.9% |
| 978-3-319-52690-4 | 26 | 0.9% |
| 978-1-4503-5890-3 | 25 | 0.8% |
| 978-1-4503-2605-6 | 22 | 0.7% |
| 979-8-3503-6306-7 | 20 | 0.7% |
| 979-8-3503-5150-7 | 20 | 0.7% |
| Other values (1270) | 2679 |
Most occurring characters
| Value | Count | Frequency (%) |
| - | 11803 | |
| 9 | 5918 | |
| 8 | 5092 | |
| 7 | 5087 | |
| 3 | 4179 | 8.2% |
| 0 | 4004 | 7.8% |
| 1 | 3960 | 7.7% |
| 4 | 3023 | 5.9% |
| 5 | 2954 | 5.8% |
| 6 | 2298 | 4.5% |
| Other values (3) | 2937 | 5.7% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 51255 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| - | 11803 | |
| 9 | 5918 | |
| 8 | 5092 | |
| 7 | 5087 | |
| 3 | 4179 | 8.2% |
| 0 | 4004 | 7.8% |
| 1 | 3960 | 7.7% |
| 4 | 3023 | 5.9% |
| 5 | 2954 | 5.8% |
| 6 | 2298 | 4.5% |
| Other values (3) | 2937 | 5.7% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 51255 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| - | 11803 | |
| 9 | 5918 | |
| 8 | 5092 | |
| 7 | 5087 | |
| 3 | 4179 | 8.2% |
| 0 | 4004 | 7.8% |
| 1 | 3960 | 7.7% |
| 4 | 3023 | 5.9% |
| 5 | 2954 | 5.8% |
| 6 | 2298 | 4.5% |
| Other values (3) | 2937 | 5.7% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 51255 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| - | 11803 | |
| 9 | 5918 | |
| 8 | 5092 | |
| 7 | 5087 | |
| 3 | 4179 | 8.2% |
| 0 | 4004 | 7.8% |
| 1 | 3960 | 7.7% |
| 4 | 3023 | 5.9% |
| 5 | 2954 | 5.8% |
| 6 | 2298 | 4.5% |
| Other values (3) | 2937 | 5.7% |
Journal Abbreviation
Text
Missing
| Distinct | 748 |
|---|---|
| Distinct (%) | 19.2% |
| Missing | 1242 |
| Missing (%) | 24.2% |
| Memory size | 287.3 KiB |
Length
| Max length | 20 |
|---|---|
| Median length | 18 |
| Mean length | 16.211795 |
| Min length | 3 |
Unique
| Unique | 403 ? |
|---|---|
| Unique (%) | 10.3% |
Sample
| 1st row | ADV SOC SCI EDUC HUM |
|---|---|
| 2nd row | EDUC COMMUN TECHNOL |
| 3rd row | INT CONF SYST INFORM |
| 4th row | S VIS LANG HUM CEN C |
| 5th row | J EDUC COMPUT RES |
| Value | Count | Frequency (%) |
| educ | 1591 | 12.4% |
| j | 750 | 5.8% |
| comput | 719 | 5.6% |
| technol | 509 | 4.0% |
| sci | 436 | 3.4% |
| int | 401 | 3.1% |
| conf | 355 | 2.8% |
| res | 343 | 2.7% |
| proc | 330 | 2.6% |
| inf | 280 | 2.2% |
| Other values (758) | 7115 |
Most occurring characters
| Value | Count | Frequency (%) |
| 8929 | ||
| E | 6685 | 10.6% |
| C | 6312 | 10.0% |
| T | 4323 | 6.8% |
| N | 3900 | 6.2% |
| O | 3767 | 6.0% |
| I | 3171 | 5.0% |
| U | 3069 | 4.9% |
| S | 3008 | 4.8% |
| R | 2628 | 4.2% |
| Other values (43) | 17434 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 63226 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 8929 | ||
| E | 6685 | 10.6% |
| C | 6312 | 10.0% |
| T | 4323 | 6.8% |
| N | 3900 | 6.2% |
| O | 3767 | 6.0% |
| I | 3171 | 5.0% |
| U | 3069 | 4.9% |
| S | 3008 | 4.8% |
| R | 2628 | 4.2% |
| Other values (43) | 17434 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 63226 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 8929 | ||
| E | 6685 | 10.6% |
| C | 6312 | 10.0% |
| T | 4323 | 6.8% |
| N | 3900 | 6.2% |
| O | 3767 | 6.0% |
| I | 3171 | 5.0% |
| U | 3069 | 4.9% |
| S | 3008 | 4.8% |
| R | 2628 | 4.2% |
| Other values (43) | 17434 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 63226 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 8929 | ||
| E | 6685 | 10.6% |
| C | 6312 | 10.0% |
| T | 4323 | 6.8% |
| N | 3900 | 6.2% |
| O | 3767 | 6.0% |
| I | 3171 | 5.0% |
| U | 3069 | 4.9% |
| S | 3008 | 4.8% |
| R | 2628 | 4.2% |
| Other values (43) | 17434 |
Missing
| Distinct | 586 |
|---|---|
| Distinct (%) | 21.7% |
| Missing | 2443 |
| Missing (%) | 47.5% |
| Memory size | 255.2 KiB |
Length
| Max length | 53 |
|---|---|
| Median length | 37 |
| Mean length | 18.80993 |
| Min length | 2 |
Unique
| Unique | 329 ? |
|---|---|
| Unique (%) | 12.2% |
Sample
| 1st row | Educ. Commun. Technol. |
|---|---|
| 2nd row | J. Educ. Comput. Res. |
| 3rd row | Technol. Knowl. Learn. |
| 4th row | Educ. Inf. Technol. |
| 5th row | Educ. Inf. Technol. |
| Value | Count | Frequency (%) |
| educ | 1401 | 16.8% |
| j | 744 | 8.9% |
| technol | 555 | 6.7% |
| comput | 526 | 6.3% |
| sci | 401 | 4.8% |
| res | 329 | 4.0% |
| inf | 241 | 2.9% |
| learn | 230 | 2.8% |
| int | 204 | 2.5% |
| trans | 97 | 1.2% |
| Other values (575) | 3593 |
Most occurring characters
| Value | Count | Frequency (%) |
| . | 7330 | 14.4% |
| 5622 | 11.1% | |
| c | 3233 | 6.4% |
| n | 2560 | 5.0% |
| u | 2431 | 4.8% |
| e | 2392 | 4.7% |
| E | 2191 | 4.3% |
| o | 2125 | 4.2% |
| t | 1916 | 3.8% |
| d | 1731 | 3.4% |
| Other values (54) | 19237 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 50768 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| . | 7330 | 14.4% |
| 5622 | 11.1% | |
| c | 3233 | 6.4% |
| n | 2560 | 5.0% |
| u | 2431 | 4.8% |
| e | 2392 | 4.7% |
| E | 2191 | 4.3% |
| o | 2125 | 4.2% |
| t | 1916 | 3.8% |
| d | 1731 | 3.4% |
| Other values (54) | 19237 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 50768 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| . | 7330 | 14.4% |
| 5622 | 11.1% | |
| c | 3233 | 6.4% |
| n | 2560 | 5.0% |
| u | 2431 | 4.8% |
| e | 2392 | 4.7% |
| E | 2191 | 4.3% |
| o | 2125 | 4.2% |
| t | 1916 | 3.8% |
| d | 1731 | 3.4% |
| Other values (54) | 19237 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 50768 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| . | 7330 | 14.4% |
| 5622 | 11.1% | |
| c | 3233 | 6.4% |
| n | 2560 | 5.0% |
| u | 2431 | 4.8% |
| e | 2392 | 4.7% |
| E | 2191 | 4.3% |
| o | 2125 | 4.2% |
| t | 1916 | 3.8% |
| d | 1731 | 3.4% |
| Other values (54) | 19237 |
Publication Date
Text
Missing
| Distinct | 342 |
|---|---|
| Distinct (%) | 14.4% |
| Missing | 2766 |
| Missing (%) | 53.8% |
| Memory size | 209.7 KiB |
Length
| Max length | 11 |
|---|---|
| Median length | 3 |
| Mean length | 4.0841751 |
| Min length | 3 |
Unique
| Unique | 202 ? |
|---|---|
| Unique (%) | 8.5% |
Sample
| 1st row | APR |
|---|---|
| 2nd row | SEP |
| 3rd row | JUL |
| 4th row | AUG |
| 5th row | MAR |
| Value | Count | Frequency (%) |
| apr | 226 | 7.2% |
| dec | 219 | 6.9% |
| jun | 202 | 6.4% |
| sep | 202 | 6.4% |
| jan | 202 | 6.4% |
| mar | 200 | 6.3% |
| oct | 195 | 6.2% |
| jul | 192 | 6.1% |
| aug | 178 | 5.6% |
| nov | 173 | 5.5% |
| Other values (60) | 1171 |
Most occurring characters
| Value | Count | Frequency (%) |
| A | 1046 | 10.8% |
| 784 | 8.1% | |
| J | 657 | 6.8% |
| N | 628 | 6.5% |
| U | 617 | 6.4% |
| E | 603 | 6.2% |
| 2 | 470 | 4.8% |
| P | 465 | 4.8% |
| R | 462 | 4.8% |
| C | 441 | 4.5% |
| Other values (21) | 3531 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 9704 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| A | 1046 | 10.8% |
| 784 | 8.1% | |
| J | 657 | 6.8% |
| N | 628 | 6.5% |
| U | 617 | 6.4% |
| E | 603 | 6.2% |
| 2 | 470 | 4.8% |
| P | 465 | 4.8% |
| R | 462 | 4.8% |
| C | 441 | 4.5% |
| Other values (21) | 3531 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 9704 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| A | 1046 | 10.8% |
| 784 | 8.1% | |
| J | 657 | 6.8% |
| N | 628 | 6.5% |
| U | 617 | 6.4% |
| E | 603 | 6.2% |
| 2 | 470 | 4.8% |
| P | 465 | 4.8% |
| R | 462 | 4.8% |
| C | 441 | 4.5% |
| Other values (21) | 3531 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 9704 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| A | 1046 | 10.8% |
| 784 | 8.1% | |
| J | 657 | 6.8% |
| N | 628 | 6.5% |
| U | 617 | 6.4% |
| E | 603 | 6.2% |
| 2 | 470 | 4.8% |
| P | 465 | 4.8% |
| R | 462 | 4.8% |
| C | 441 | 4.5% |
| Other values (21) | 3531 |
Publication Year
Real number (ℝ)
High correlation
| Distinct | 25 |
|---|---|
| Distinct (%) | 0.5% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 2020.7802 |
| Minimum | 1994 |
|---|---|
| Maximum | 2026 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 1994 |
|---|---|
| 5-th percentile | 2014 |
| Q1 | 2019 |
| median | 2021 |
| Q3 | 2024 |
| 95-th percentile | 2025 |
| Maximum | 2026 |
| Range | 32 |
| Interquartile range (IQR) | 5 |
Descriptive statistics
| Standard deviation | 3.5434797 |
|---|---|
| Coefficient of variation (CV) | 0.0017535206 |
| Kurtosis | 2.4421692 |
| Mean | 2020.7802 |
| Median Absolute Deviation (MAD) | 2 |
| Skewness | -1.1615206 |
| Sum | 10390852 |
| Variance | 12.556248 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 2025 | 677 | |
| 2024 | 632 | |
| 2023 | 583 | |
| 2022 | 567 | |
| 2021 | 565 | |
| 2020 | 479 | |
| 2019 | 426 | |
| 2017 | 315 | |
| 2018 | 314 | |
| 2016 | 148 | 2.9% |
| Other values (15) | 436 |
| Value | Count | Frequency (%) |
| 1994 | 1 | < 0.1% |
| 1995 | 1 | < 0.1% |
| 1997 | 1 | < 0.1% |
| 1999 | 1 | < 0.1% |
| 2006 | 2 | < 0.1% |
| 2007 | 6 | 0.1% |
| 2008 | 9 | 0.2% |
| 2009 | 17 | 0.3% |
| 2010 | 32 | |
| 2011 | 47 |
| Value | Count | Frequency (%) |
| 2026 | 32 | 0.6% |
| 2025 | 677 | |
| 2024 | 632 | |
| 2023 | 583 | |
| 2022 | 567 | |
| 2021 | 565 | |
| 2020 | 479 | |
| 2019 | 426 | |
| 2018 | 314 | |
| 2017 | 315 |
Volume
Text
Missing
| Distinct | 418 |
|---|---|
| Distinct (%) | 14.2% |
| Missing | 2192 |
| Missing (%) | 42.6% |
| Memory size | 216.3 KiB |
Length
| Max length | 7 |
|---|---|
| Median length | 2 |
| Mean length | 2.2728814 |
| Min length | 1 |
Unique
| Unique | 218 ? |
|---|---|
| Unique (%) | 7.4% |
Sample
| 1st row | 18 |
|---|---|
| 2nd row | 60 |
| 3rd row | 28 |
| 4th row | 27 |
| 5th row | 28 |
| Value | Count | Frequency (%) |
| 29 | 106 | 3.6% |
| 14 | 104 | 3.5% |
| 13 | 92 | 3.1% |
| 28 | 83 | 2.8% |
| 12 | 79 | 2.7% |
| 15 | 73 | 2.5% |
| 30 | 70 | 2.4% |
| 11 | 70 | 2.4% |
| 32 | 64 | 2.2% |
| 10 | 60 | 2.0% |
| Other values (408) | 2149 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 1479 | |
| 2 | 1100 | |
| 3 | 800 | |
| 5 | 590 | 8.8% |
| 4 | 552 | 8.2% |
| 6 | 499 | 7.4% |
| 9 | 464 | 6.9% |
| 0 | 450 | 6.7% |
| 8 | 393 | 5.9% |
| 7 | 373 | 5.6% |
| Other values (2) | 5 | 0.1% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 6705 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1479 | |
| 2 | 1100 | |
| 3 | 800 | |
| 5 | 590 | 8.8% |
| 4 | 552 | 8.2% |
| 6 | 499 | 7.4% |
| 9 | 464 | 6.9% |
| 0 | 450 | 6.7% |
| 8 | 393 | 5.9% |
| 7 | 373 | 5.6% |
| Other values (2) | 5 | 0.1% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 6705 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1479 | |
| 2 | 1100 | |
| 3 | 800 | |
| 5 | 590 | 8.8% |
| 4 | 552 | 8.2% |
| 6 | 499 | 7.4% |
| 9 | 464 | 6.9% |
| 0 | 450 | 6.7% |
| 8 | 393 | 5.9% |
| 7 | 373 | 5.6% |
| Other values (2) | 5 | 0.1% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 6705 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1479 | |
| 2 | 1100 | |
| 3 | 800 | |
| 5 | 590 | 8.8% |
| 4 | 552 | 8.2% |
| 6 | 499 | 7.4% |
| 9 | 464 | 6.9% |
| 0 | 450 | 6.7% |
| 8 | 393 | 5.9% |
| 7 | 373 | 5.6% |
| Other values (2) | 5 | 0.1% |
Issue
Text
Missing
| Distinct | 92 |
|---|---|
| Distinct (%) | 4.4% |
| Missing | 3041 |
| Missing (%) | 59.1% |
| Memory size | 198.1 KiB |
Length
| Max length | 7 |
|---|---|
| Median length | 1 |
| Mean length | 1.1761066 |
| Min length | 1 |
Unique
| Unique | 44 ? |
|---|---|
| Unique (%) | 2.1% |
Sample
| 1st row | 2 |
|---|---|
| 2nd row | 3 |
| 3rd row | 6 |
| 4th row | 8 |
| 5th row | 2 |
| Value | Count | Frequency (%) |
| 1 | 429 | |
| 2 | 341 | |
| 3 | 304 | |
| 4 | 258 | |
| 6 | 145 | 6.9% |
| 5 | 129 | 6.1% |
| 7 | 76 | 3.6% |
| 8 | 52 | 2.5% |
| 9 | 50 | 2.4% |
| 10 | 38 | 1.8% |
| Other values (82) | 281 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 656 | |
| 2 | 430 | |
| 3 | 363 | |
| 4 | 301 | |
| 6 | 188 | 7.6% |
| 5 | 157 | 6.4% |
| 7 | 109 | 4.4% |
| 8 | 92 | 3.7% |
| 0 | 71 | 2.9% |
| 9 | 66 | 2.7% |
| Other values (12) | 38 | 1.5% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 2471 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 656 | |
| 2 | 430 | |
| 3 | 363 | |
| 4 | 301 | |
| 6 | 188 | 7.6% |
| 5 | 157 | 6.4% |
| 7 | 109 | 4.4% |
| 8 | 92 | 3.7% |
| 0 | 71 | 2.9% |
| 9 | 66 | 2.7% |
| Other values (12) | 38 | 1.5% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 2471 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 656 | |
| 2 | 430 | |
| 3 | 363 | |
| 4 | 301 | |
| 6 | 188 | 7.6% |
| 5 | 157 | 6.4% |
| 7 | 109 | 4.4% |
| 8 | 92 | 3.7% |
| 0 | 71 | 2.9% |
| 9 | 66 | 2.7% |
| Other values (12) | 38 | 1.5% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 2471 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 656 | |
| 2 | 430 | |
| 3 | 363 | |
| 4 | 301 | |
| 6 | 188 | 7.6% |
| 5 | 157 | 6.4% |
| 7 | 109 | 4.4% |
| 8 | 92 | 3.7% |
| 0 | 71 | 2.9% |
| 9 | 66 | 2.7% |
| Other values (12) | 38 | 1.5% |
Part Number
Text
Missing
| Distinct | 6 |
|---|---|
| Distinct (%) | 66.7% |
| Missing | 5133 |
| Missing (%) | 99.8% |
| Memory size | 161.0 KiB |
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Unique
| Unique | 3 ? |
|---|---|
| Unique (%) | 33.3% |
Sample
| 1st row | A |
|---|---|
| 2nd row | 2 |
| 3rd row | E |
| 4th row | 1 |
| 5th row | B |
| Value | Count | Frequency (%) |
| 2 | 2 | |
| 1 | 2 | |
| b | 2 | |
| a | 1 | |
| e | 1 | |
| c | 1 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 2 | |
| 1 | 2 | |
| B | 2 | |
| A | 1 | |
| E | 1 | |
| C | 1 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 9 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 2 | 2 | |
| 1 | 2 | |
| B | 2 | |
| A | 1 | |
| E | 1 | |
| C | 1 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 9 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 2 | 2 | |
| 1 | 2 | |
| B | 2 | |
| A | 1 | |
| E | 1 | |
| C | 1 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 9 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 2 | 2 | |
| 1 | 2 | |
| B | 2 | |
| A | 1 | |
| E | 1 | |
| C | 1 |
Supplement
Categorical
High correlation Imbalance Missing
| Distinct | 4 |
|---|---|
| Distinct (%) | 23.5% |
| Missing | 5125 |
| Missing (%) | 99.7% |
| Memory size | 281.2 KiB |
| 1 | |
|---|---|
| 3 | 1 |
| S1 | 1 |
| S | 1 |
Length
| Max length | 2 |
|---|---|
| Median length | 1 |
| Mean length | 1.0588235 |
| Min length | 1 |
Unique
| Unique | 3 ? |
|---|---|
| Unique (%) | 17.6% |
Sample
| 1st row | 1 |
|---|---|
| 2nd row | 1 |
| 3rd row | 1 |
| 4th row | 1 |
| 5th row | 3 |
Common Values
| Value | Count | Frequency (%) |
| 1 | 14 | 0.3% |
| 3 | 1 | < 0.1% |
| S1 | 1 | < 0.1% |
| S | 1 | < 0.1% |
| (Missing) | 5125 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 1 | 14 | |
| 3 | 1 | 5.9% |
| s1 | 1 | 5.9% |
| s | 1 | 5.9% |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 15 | |
| S | 2 | 11.1% |
| 3 | 1 | 5.6% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 18 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 15 | |
| S | 2 | 11.1% |
| 3 | 1 | 5.6% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 18 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 15 | |
| S | 2 | 11.1% |
| 3 | 1 | 5.6% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 18 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 15 | |
| S | 2 | 11.1% |
| 3 | 1 | 5.6% |
Special Issue
Categorical
High correlation Imbalance Missing
| Distinct | 2 |
|---|---|
| Distinct (%) | 1.0% |
| Missing | 4937 |
| Missing (%) | 96.0% |
| Memory size | 280.3 KiB |
| SI | |
|---|---|
| 2 | 2 |
Length
| Max length | 2 |
|---|---|
| Median length | 2 |
| Mean length | 1.9902439 |
| Min length | 1 |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | SI |
|---|---|
| 2nd row | SI |
| 3rd row | SI |
| 4th row | SI |
| 5th row | SI |
Common Values
| Value | Count | Frequency (%) |
| SI | 203 | 3.9% |
| 2 | 2 | < 0.1% |
| (Missing) | 4937 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| si | 203 | |
| 2 | 2 | 1.0% |
Most occurring characters
| Value | Count | Frequency (%) |
| S | 203 | |
| I | 203 | |
| 2 | 2 | 0.5% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 408 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| S | 203 | |
| I | 203 | |
| 2 | 2 | 0.5% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 408 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| S | 203 | |
| I | 203 | |
| 2 | 2 | 0.5% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 408 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| S | 203 | |
| I | 203 | |
| 2 | 2 | 0.5% |
Meeting Abstract
Text
Missing
| Distinct | 4 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 5138 |
| Missing (%) | 99.9% |
| Memory size | 160.9 KiB |
Length
| Max length | 9 |
|---|---|
| Median length | 6.5 |
| Mean length | 5 |
| Min length | 3 |
Unique
| Unique | 4 ? |
|---|---|
| Unique (%) | 100.0% |
Sample
| 1st row | 145 |
|---|---|
| 2nd row | 2078 |
| 3rd row | LA18 |
| 4th row | LHMM23011 |
| Value | Count | Frequency (%) |
| 145 | 1 | |
| 2078 | 1 | |
| la18 | 1 | |
| lhmm23011 | 1 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 4 | |
| 2 | 2 | |
| 8 | 2 | |
| 0 | 2 | |
| L | 2 | |
| M | 2 | |
| 5 | 1 | 5.0% |
| 4 | 1 | 5.0% |
| 7 | 1 | 5.0% |
| A | 1 | 5.0% |
| Other values (2) | 2 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 20 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4 | |
| 2 | 2 | |
| 8 | 2 | |
| 0 | 2 | |
| L | 2 | |
| M | 2 | |
| 5 | 1 | 5.0% |
| 4 | 1 | 5.0% |
| 7 | 1 | 5.0% |
| A | 1 | 5.0% |
| Other values (2) | 2 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 20 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4 | |
| 2 | 2 | |
| 8 | 2 | |
| 0 | 2 | |
| L | 2 | |
| M | 2 | |
| 5 | 1 | 5.0% |
| 4 | 1 | 5.0% |
| 7 | 1 | 5.0% |
| A | 1 | 5.0% |
| Other values (2) | 2 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 20 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 4 | |
| 2 | 2 | |
| 8 | 2 | |
| 0 | 2 | |
| L | 2 | |
| M | 2 | |
| 5 | 1 | 5.0% |
| 4 | 1 | 5.0% |
| 7 | 1 | 5.0% |
| A | 1 | 5.0% |
| Other values (2) | 2 |
Start Page
Text
Missing
| Distinct | 1568 |
|---|---|
| Distinct (%) | 42.4% |
| Missing | 1440 |
| Missing (%) | 28.0% |
| Memory size | 233.2 KiB |
Length
| Max length | 6 |
|---|---|
| Median length | 3 |
| Mean length | 3.0229606 |
| Min length | 1 |
Unique
| Unique | 893 ? |
|---|---|
| Unique (%) | 24.1% |
Sample
| 1st row | 817 |
|---|---|
| 2nd row | 291 |
| 3rd row | 364 |
| 4th row | 129 |
| 5th row | 376 |
| Value | Count | Frequency (%) |
| 1 | 47 | 1.3% |
| 3 | 25 | 0.7% |
| 55 | 15 | 0.4% |
| 213 | 14 | 0.4% |
| 57 | 14 | 0.4% |
| 85 | 14 | 0.4% |
| 133 | 13 | 0.4% |
| 65 | 12 | 0.3% |
| 33 | 12 | 0.3% |
| 15 | 12 | 0.3% |
| Other values (1558) | 3524 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 1941 | |
| 3 | 1366 | |
| 2 | 1263 | |
| 5 | 1183 | |
| 4 | 1018 | |
| 7 | 1004 | |
| 9 | 951 | |
| 6 | 916 | |
| 8 | 796 | |
| 0 | 721 | 6.4% |
| Other values (6) | 32 | 0.3% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 11191 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1941 | |
| 3 | 1366 | |
| 2 | 1263 | |
| 5 | 1183 | |
| 4 | 1018 | |
| 7 | 1004 | |
| 9 | 951 | |
| 6 | 916 | |
| 8 | 796 | |
| 0 | 721 | 6.4% |
| Other values (6) | 32 | 0.3% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 11191 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1941 | |
| 3 | 1366 | |
| 2 | 1263 | |
| 5 | 1183 | |
| 4 | 1018 | |
| 7 | 1004 | |
| 9 | 951 | |
| 6 | 916 | |
| 8 | 796 | |
| 0 | 721 | 6.4% |
| Other values (6) | 32 | 0.3% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 11191 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1941 | |
| 3 | 1366 | |
| 2 | 1263 | |
| 5 | 1183 | |
| 4 | 1018 | |
| 7 | 1004 | |
| 9 | 951 | |
| 6 | 916 | |
| 8 | 796 | |
| 0 | 721 | 6.4% |
| Other values (6) | 32 | 0.3% |
End Page
Text
Missing
| Distinct | 1586 |
|---|---|
| Distinct (%) | 42.8% |
| Missing | 1440 |
| Missing (%) | 28.0% |
| Memory size | 233.3 KiB |
Length
| Max length | 6 |
|---|---|
| Median length | 3 |
| Mean length | 3.0599676 |
| Min length | 1 |
Unique
| Unique | 886 ? |
|---|---|
| Unique (%) | 23.9% |
Sample
| 1st row | 821 |
|---|---|
| 2nd row | 305 |
| 3rd row | 368 |
| 4th row | 131 |
| 5th row | 380 |
| Value | Count | Frequency (%) |
| 16 | 0.4% | |
| 28 | 13 | 0.4% |
| 80 | 12 | 0.3% |
| 57 | 12 | 0.3% |
| 138 | 12 | 0.3% |
| 17 | 12 | 0.3% |
| 112 | 12 | 0.3% |
| 62 | 12 | 0.3% |
| 41 | 11 | 0.3% |
| 24 | 11 | 0.3% |
| Other values (1576) | 3579 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 1874 | |
| 2 | 1434 | |
| 3 | 1203 | |
| 4 | 1130 | |
| 5 | 1046 | |
| 6 | 1015 | |
| 8 | 958 | |
| 7 | 906 | |
| 0 | 875 | |
| 9 | 850 | |
| Other values (7) | 37 | 0.3% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 11328 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1874 | |
| 2 | 1434 | |
| 3 | 1203 | |
| 4 | 1130 | |
| 5 | 1046 | |
| 6 | 1015 | |
| 8 | 958 | |
| 7 | 906 | |
| 0 | 875 | |
| 9 | 850 | |
| Other values (7) | 37 | 0.3% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 11328 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1874 | |
| 2 | 1434 | |
| 3 | 1203 | |
| 4 | 1130 | |
| 5 | 1046 | |
| 6 | 1015 | |
| 8 | 958 | |
| 7 | 906 | |
| 0 | 875 | |
| 9 | 850 | |
| Other values (7) | 37 | 0.3% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 11328 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 1874 | |
| 2 | 1434 | |
| 3 | 1203 | |
| 4 | 1130 | |
| 5 | 1046 | |
| 6 | 1015 | |
| 8 | 958 | |
| 7 | 906 | |
| 0 | 875 | |
| 9 | 850 | |
| Other values (7) | 37 | 0.3% |
Article Number
Text
Missing
| Distinct | 796 |
|---|---|
| Distinct (%) | 82.3% |
| Missing | 4175 |
| Missing (%) | 81.2% |
| Memory size | 181.7 KiB |
Length
| Max length | 18 |
|---|---|
| Median length | 17 |
| Mean length | 5.131334 |
| Min length | 1 |
Unique
| Unique | 732 ? |
|---|---|
| Unique (%) | 75.7% |
Sample
| 1st row | 7356331211033158 |
|---|---|
| 2nd row | 15 |
| 3rd row | 735633120965919 |
| 4th row | 20133 |
| 5th row | 735633120988807 |
| Value | Count | Frequency (%) |
| 19 | 10 | 1.0% |
| 1 | 9 | 0.9% |
| 5 | 8 | 0.8% |
| 6 | 8 | 0.8% |
| 12 | 8 | 0.8% |
| 11 | 8 | 0.8% |
| 10 | 7 | 0.7% |
| 7 | 7 | 0.7% |
| 27 | 6 | 0.6% |
| 4 | 6 | 0.6% |
| Other values (786) | 890 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 961 | |
| 0 | 727 | |
| 2 | 523 | |
| 3 | 486 | |
| 5 | 413 | |
| 4 | 400 | |
| 7 | 372 | 7.5% |
| 6 | 335 | 6.8% |
| 9 | 324 | 6.5% |
| 8 | 307 | 6.2% |
| Other values (20) | 114 | 2.3% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 4962 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 961 | |
| 0 | 727 | |
| 2 | 523 | |
| 3 | 486 | |
| 5 | 413 | |
| 4 | 400 | |
| 7 | 372 | 7.5% |
| 6 | 335 | 6.8% |
| 9 | 324 | 6.5% |
| 8 | 307 | 6.2% |
| Other values (20) | 114 | 2.3% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 4962 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 961 | |
| 0 | 727 | |
| 2 | 523 | |
| 3 | 486 | |
| 5 | 413 | |
| 4 | 400 | |
| 7 | 372 | 7.5% |
| 6 | 335 | 6.8% |
| 9 | 324 | 6.5% |
| 8 | 307 | 6.2% |
| Other values (20) | 114 | 2.3% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 4962 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 961 | |
| 0 | 727 | |
| 2 | 523 | |
| 3 | 486 | |
| 5 | 413 | |
| 4 | 400 | |
| 7 | 372 | 7.5% |
| 6 | 335 | 6.8% |
| 9 | 324 | 6.5% |
| 8 | 307 | 6.2% |
| Other values (20) | 114 | 2.3% |
DOI
Text
Missing
| Distinct | 4191 |
|---|---|
| Distinct (%) | > 99.9% |
| Missing | 950 |
| Missing (%) | 18.5% |
| Memory size | 333.0 KiB |
Length
| Max length | 55 |
|---|---|
| Median length | 43 |
| Mean length | 25.056536 |
| Min length | 13 |
Unique
| Unique | 4190 ? |
|---|---|
| Unique (%) | > 99.9% |
Sample
| 1st row | 10.1007/978-3-319-52691-1_18 |
|---|---|
| 2nd row | 10.1145/3345120.3345134 |
| 3rd row | 10.1109/IC3.2018.00-45 |
| 4th row | 10.1145/3629296.3629361 |
| 5th row | 10.1145/3649217.3653565 |
| Value | Count | Frequency (%) |
| 10.1145/3408877.3439639 | 2 | < 0.1% |
| 10.1080/03057267.2021.1963580 | 1 | < 0.1% |
| 10.1145/3514262.3514311 | 1 | < 0.1% |
| 10.1109/weit.2013.27 | 1 | < 0.1% |
| 10.1007/978-3-031-38454-7_12 | 1 | < 0.1% |
| 10.1109/icetc.2009.16 | 1 | < 0.1% |
| 10.4028/www.scientific.net/amm.373-375.2200 | 1 | < 0.1% |
| 10.1002/cae.22669 | 1 | < 0.1% |
| 10.1145/3345120.3345134 | 1 | < 0.1% |
| 10.1007/s10639-022-11454-1 | 1 | < 0.1% |
| Other values (4181) | 4181 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (58) | 22448 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (58) | 22448 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (58) | 22448 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (58) | 22448 |
DOI Link
Categorical
Constant Missing
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 950 |
| Missing (%) | 18.5% |
| Memory size | 265.0 KiB |
| 0.0 |
|---|
Length
| Max length | 3 |
|---|---|
| Median length | 3 |
| Mean length | 3 |
| Min length | 3 |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 0.0 |
|---|---|
| 2nd row | 0.0 |
| 3rd row | 0.0 |
| 4th row | 0.0 |
| 5th row | 0.0 |
Common Values
| Value | Count | Frequency (%) |
| 0.0 | 4192 | |
| (Missing) | 950 | 18.5% |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 0.0 | 4192 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 8384 | |
| . | 4192 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 12576 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 0 | 8384 | |
| . | 4192 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 12576 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 0 | 8384 | |
| . | 4192 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 12576 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 0 | 8384 | |
| . | 4192 |
Book DOI
Categorical
High correlation Missing
| Distinct | 31 |
|---|---|
| Distinct (%) | 42.5% |
| Missing | 5069 |
| Missing (%) | 98.6% |
| Memory size | 282.6 KiB |
| 10.1007/978-3-319-52691-1 | |
|---|---|
| 10.1007/978-3-319-71054-9 | |
| 10.4102/aosis.2023.BK409 | |
| 10.7551/mitpress/11209.001.0001 | 3 |
| 10.1017/ 9781108654555 | 3 |
| Other values (26) |
Length
| Max length | 31 |
|---|---|
| Median length | 25 |
| Mean length | 24.780822 |
| Min length | 21 |
Unique
| Unique | 21 ? |
|---|---|
| Unique (%) | 28.8% |
Sample
| 1st row | 10.1007/978-3-319-52691-1 |
|---|---|
| 2nd row | 10.1007/978-3-319-52691-1 |
| 3rd row | 10.1007/978-3-319-52691-1 |
| 4th row | 10.1007/978-3-319-52691-1 |
| 5th row | 10.1007/978-3-319-52691-1 |
Common Values
| Value | Count | Frequency (%) |
| 10.1007/978-3-319-52691-1 | 25 | 0.5% |
| 10.1007/978-3-319-71054-9 | 6 | 0.1% |
| 10.4102/aosis.2023.BK409 | 4 | 0.1% |
| 10.7551/mitpress/11209.001.0001 | 3 | 0.1% |
| 10.1017/ 9781108654555 | 3 | 0.1% |
| 10.1007/978-3-319-66020-2 | 3 | 0.1% |
| 10.4018/978-1-4666-1864-0 | 2 | < 0.1% |
| 10.4018/978-1-5225-2255-3 | 2 | < 0.1% |
| 10.4018/978-1-4666-0182-6 | 2 | < 0.1% |
| 10.4324/9780429319501 | 2 | < 0.1% |
| Other values (21) | 21 | 0.4% |
| (Missing) | 5069 |
Length
| Value | Count | Frequency (%) |
| 10.1007/978-3-319-52691-1 | 25 | |
| 10.1007/978-3-319-71054-9 | 6 | 7.9% |
| 10.4102/aosis.2023.bk409 | 4 | 5.3% |
| 10.7551/mitpress/11209.001.0001 | 3 | 3.9% |
| 10.1017 | 3 | 3.9% |
| 9781108654555 | 3 | 3.9% |
| 10.1007/978-3-319-66020-2 | 3 | 3.9% |
| 10.4018/978-1-4666-1864-0 | 2 | 2.6% |
| 10.4018/978-1-5225-2255-3 | 2 | 2.6% |
| 10.4018/978-1-4666-0182-6 | 2 | 2.6% |
| Other values (22) | 23 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 310 | |
| 0 | 261 | |
| - | 220 | |
| 9 | 162 | |
| 7 | 134 | |
| 3 | 107 | 5.9% |
| 8 | 97 | 5.4% |
| . | 89 | 4.9% |
| 6 | 78 | 4.3% |
| / | 77 | 4.3% |
| Other values (15) | 274 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 1809 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 310 | |
| 0 | 261 | |
| - | 220 | |
| 9 | 162 | |
| 7 | 134 | |
| 3 | 107 | 5.9% |
| 8 | 97 | 5.4% |
| . | 89 | 4.9% |
| 6 | 78 | 4.3% |
| / | 77 | 4.3% |
| Other values (15) | 274 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 1809 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 310 | |
| 0 | 261 | |
| - | 220 | |
| 9 | 162 | |
| 7 | 134 | |
| 3 | 107 | 5.9% |
| 8 | 97 | 5.4% |
| . | 89 | 4.9% |
| 6 | 78 | 4.3% |
| / | 77 | 4.3% |
| Other values (15) | 274 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 1809 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 310 | |
| 0 | 261 | |
| - | 220 | |
| 9 | 162 | |
| 7 | 134 | |
| 3 | 107 | 5.9% |
| 8 | 97 | 5.4% |
| . | 89 | 4.9% |
| 6 | 78 | 4.3% |
| / | 77 | 4.3% |
| Other values (15) | 274 |
Early Access Date
Date
Missing
| Distinct | 84 |
|---|---|
| Distinct (%) | 6.9% |
| Missing | 3926 |
| Missing (%) | 76.4% |
| Memory size | 40.3 KiB |
| Minimum | 2019-03-01 00:00:00 |
|---|---|
| Maximum | 2026-03-01 00:00:00 |
| Invalid dates | 0 |
| Invalid dates (%) | 0.0% |
Number of Pages
Real number (ℝ)
High correlation
| Distinct | 66 |
|---|---|
| Distinct (%) | 1.3% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 13.878063 |
| Minimum | 1 |
|---|---|
| Maximum | 433 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 1 |
|---|---|
| 5-th percentile | 2 |
| Q1 | 6 |
| median | 12 |
| Q3 | 19 |
| 95-th percentile | 31 |
| Maximum | 433 |
| Range | 432 |
| Interquartile range (IQR) | 13 |
Descriptive statistics
| Standard deviation | 13.908785 |
|---|---|
| Coefficient of variation (CV) | 1.0022137 |
| Kurtosis | 361.85436 |
| Mean | 13.878063 |
| Median Absolute Deviation (MAD) | 6 |
| Skewness | 14.002221 |
| Sum | 71361 |
| Variance | 193.4543 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 6 | 384 | 7.5% |
| 7 | 330 | 6.4% |
| 5 | 273 | 5.3% |
| 8 | 258 | 5.0% |
| 4 | 235 | 4.6% |
| 12 | 232 | 4.5% |
| 10 | 222 | 4.3% |
| 9 | 217 | 4.2% |
| 16 | 196 | 3.8% |
| 2 | 189 | 3.7% |
| Other values (56) | 2606 |
| Value | Count | Frequency (%) |
| 1 | 156 | |
| 2 | 189 | |
| 3 | 110 | 2.1% |
| 4 | 235 | |
| 5 | 273 | |
| 6 | 384 | |
| 7 | 330 | |
| 8 | 258 | |
| 9 | 217 | |
| 10 | 222 |
| Value | Count | Frequency (%) |
| 433 | 1 | |
| 423 | 1 | |
| 278 | 1 | |
| 266 | 1 | |
| 192 | 1 | |
| 185 | 1 | |
| 144 | 1 | |
| 80 | 1 | |
| 76 | 1 | |
| 66 | 1 |
WoS Categories
Text
| Distinct | 473 |
|---|---|
| Distinct (%) | 9.2% |
| Missing | 15 |
| Missing (%) | 0.3% |
| Memory size | 560.0 KiB |
Length
| Max length | 258 |
|---|---|
| Median length | 187 |
| Mean length | 62.722255 |
| Min length | 3 |
Unique
| Unique | 243 ? |
|---|---|
| Unique (%) | 4.7% |
Sample
| 1st row | Education & Educational Research; Social Sciences, Interdisciplinary |
|---|---|
| 2nd row | Education & Educational Research; Social Issues |
| 3rd row | Computer Science, Interdisciplinary Applications; Computer Science, Theory & Methods |
| 4th row | Computer Science, Interdisciplinary Applications; Engineering, Electrical & Electronic |
| 5th row | Economics; Education & Educational Research; Management |
| Value | Count | Frequency (%) |
| education | 4149 | |
| 4144 | ||
| science | 3348 | |
| computer | 3174 | 9.5% |
| educational | 2673 | 8.0% |
| research | 2632 | 7.8% |
| scientific | 1512 | 4.5% |
| disciplines | 1512 | 4.5% |
| interdisciplinary | 1179 | 3.5% |
| applications | 1086 | 3.2% |
| Other values (157) | 8134 |
Most occurring characters
| Value | Count | Frequency (%) |
| i | 33260 | 10.3% |
| 28416 | 8.8% | |
| e | 27741 | 8.6% |
| c | 27355 | 8.5% |
| n | 23457 | 7.3% |
| t | 18983 | 5.9% |
| a | 17569 | 5.5% |
| o | 16158 | 5.0% |
| r | 13305 | 4.1% |
| s | 11632 | 3.6% |
| Other values (38) | 103701 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 321577 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| i | 33260 | 10.3% |
| 28416 | 8.8% | |
| e | 27741 | 8.6% |
| c | 27355 | 8.5% |
| n | 23457 | 7.3% |
| t | 18983 | 5.9% |
| a | 17569 | 5.5% |
| o | 16158 | 5.0% |
| r | 13305 | 4.1% |
| s | 11632 | 3.6% |
| Other values (38) | 103701 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 321577 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| i | 33260 | 10.3% |
| 28416 | 8.8% | |
| e | 27741 | 8.6% |
| c | 27355 | 8.5% |
| n | 23457 | 7.3% |
| t | 18983 | 5.9% |
| a | 17569 | 5.5% |
| o | 16158 | 5.0% |
| r | 13305 | 4.1% |
| s | 11632 | 3.6% |
| Other values (38) | 103701 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 321577 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| i | 33260 | 10.3% |
| 28416 | 8.8% | |
| e | 27741 | 8.6% |
| c | 27355 | 8.5% |
| n | 23457 | 7.3% |
| t | 18983 | 5.9% |
| a | 17569 | 5.5% |
| o | 16158 | 5.0% |
| r | 13305 | 4.1% |
| s | 11632 | 3.6% |
| Other values (38) | 103701 |
Web of Science Index
Categorical
High correlation
| Distinct | 19 |
|---|---|
| Distinct (%) | 0.4% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 577.6 KiB |
| Conference Proceedings Citation Index - Science (CPCI-S) | |
|---|---|
| Social Science Citation Index (SSCI) | |
| Emerging Sources Citation Index (ESCI) | |
| Conference Proceedings Citation Index - Science (CPCI-S); Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | |
| Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI) | |
| Other values (14) |
Length
| Max length | 185 |
|---|---|
| Median length | 136 |
| Mean length | 62.674057 |
| Min length | 36 |
Unique
| Unique | 3 ? |
|---|---|
| Unique (%) | 0.1% |
Sample
| 1st row | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) |
|---|---|
| 2nd row | Book Citation Index– Social Sciences & Humanities (BKCI-SSH) |
| 3rd row | Conference Proceedings Citation Index - Science (CPCI-S) |
| 4th row | Conference Proceedings Citation Index - Science (CPCI-S) |
| 5th row | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) |
Common Values
| Value | Count | Frequency (%) |
| Conference Proceedings Citation Index - Science (CPCI-S) | 1439 | |
| Social Science Citation Index (SSCI) | 991 | |
| Emerging Sources Citation Index (ESCI) | 961 | |
| Conference Proceedings Citation Index - Science (CPCI-S); Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | 703 | |
| Science Citation Index Expanded (SCI-EXPANDED); Social Science Citation Index (SSCI) | 355 | 6.9% |
| Science Citation Index Expanded (SCI-EXPANDED) | 289 | 5.6% |
| Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | 231 | 4.5% |
| Book Citation Index– Social Sciences & Humanities (BKCI-SSH) | 56 | 1.1% |
| Book Citation Index– Social Sciences & Humanities (BKCI-SSH); Book Citation Index– Science (BKCI-S) | 35 | 0.7% |
| Arts & Humanities Citation Index (A&HCI) | 25 | 0.5% |
| Other values (9) | 57 | 1.1% |
Length
| Value | Count | Frequency (%) |
| citation | 6292 | |
| index | 6152 | |
| science | 5182 | |
| 4174 | ||
| conference | 3089 | |
| proceedings | 3089 | |
| social | 2405 | 5.9% |
| cpci-s | 2153 | 5.3% |
| ssci | 1377 | 3.4% |
| humanities | 1085 | 2.7% |
| Other values (13) | 5781 |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 35960 | 11.2% |
| 35637 | 11.1% | |
| n | 29839 | 9.3% |
| i | 26483 | 8.2% |
| c | 20092 | 6.2% |
| C | 18762 | 5.8% |
| S | 17280 | 5.4% |
| o | 16116 | 5.0% |
| t | 13726 | 4.3% |
| I | 12584 | 3.9% |
| Other values (27) | 95791 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 322270 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| e | 35960 | 11.2% |
| 35637 | 11.1% | |
| n | 29839 | 9.3% |
| i | 26483 | 8.2% |
| c | 20092 | 6.2% |
| C | 18762 | 5.8% |
| S | 17280 | 5.4% |
| o | 16116 | 5.0% |
| t | 13726 | 4.3% |
| I | 12584 | 3.9% |
| Other values (27) | 95791 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 322270 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| e | 35960 | 11.2% |
| 35637 | 11.1% | |
| n | 29839 | 9.3% |
| i | 26483 | 8.2% |
| c | 20092 | 6.2% |
| C | 18762 | 5.8% |
| S | 17280 | 5.4% |
| o | 16116 | 5.0% |
| t | 13726 | 4.3% |
| I | 12584 | 3.9% |
| Other values (27) | 95791 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 322270 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| e | 35960 | 11.2% |
| 35637 | 11.1% | |
| n | 29839 | 9.3% |
| i | 26483 | 8.2% |
| c | 20092 | 6.2% |
| C | 18762 | 5.8% |
| S | 17280 | 5.4% |
| o | 16116 | 5.0% |
| t | 13726 | 4.3% |
| I | 12584 | 3.9% |
| Other values (27) | 95791 |
Research Areas
Text
| Distinct | 227 |
|---|---|
| Distinct (%) | 4.4% |
| Missing | 15 |
| Missing (%) | 0.3% |
| Memory size | 427.1 KiB |
Length
| Max length | 140 |
|---|---|
| Median length | 139 |
| Mean length | 36.180417 |
| Min length | 3 |
Unique
| Unique | 134 ? |
|---|---|
| Unique (%) | 2.6% |
Sample
| 1st row | Education & Educational Research; Social Sciences - Other Topics |
|---|---|
| 2nd row | Education & Educational Research; Social Issues |
| 3rd row | Computer Science |
| 4th row | Computer Science; Engineering |
| 5th row | Business & Economics; Education & Educational Research |
| Value | Count | Frequency (%) |
| 4196 | ||
| research | 3606 | |
| education | 3599 | |
| educational | 3599 | |
| science | 2342 | |
| computer | 2131 | |
| engineering | 666 | 3.0% |
| other | 219 | 1.0% |
| topics | 219 | 1.0% |
| psychology | 195 | 0.9% |
| Other values (120) | 1721 |
Most occurring characters
| Value | Count | Frequency (%) |
| 17366 | 9.4% | |
| c | 17252 | 9.3% |
| e | 16869 | 9.1% |
| a | 15249 | 8.2% |
| n | 12667 | 6.8% |
| i | 12594 | 6.8% |
| o | 11526 | 6.2% |
| t | 10503 | 5.7% |
| u | 9780 | 5.3% |
| E | 8025 | 4.3% |
| Other values (37) | 53666 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 185497 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 17366 | 9.4% | |
| c | 17252 | 9.3% |
| e | 16869 | 9.1% |
| a | 15249 | 8.2% |
| n | 12667 | 6.8% |
| i | 12594 | 6.8% |
| o | 11526 | 6.2% |
| t | 10503 | 5.7% |
| u | 9780 | 5.3% |
| E | 8025 | 4.3% |
| Other values (37) | 53666 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 185497 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 17366 | 9.4% | |
| c | 17252 | 9.3% |
| e | 16869 | 9.1% |
| a | 15249 | 8.2% |
| n | 12667 | 6.8% |
| i | 12594 | 6.8% |
| o | 11526 | 6.2% |
| t | 10503 | 5.7% |
| u | 9780 | 5.3% |
| E | 8025 | 4.3% |
| Other values (37) | 53666 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 185497 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 17366 | 9.4% | |
| c | 17252 | 9.3% |
| e | 16869 | 9.1% |
| a | 15249 | 8.2% |
| n | 12667 | 6.8% |
| i | 12594 | 6.8% |
| o | 11526 | 6.2% |
| t | 10503 | 5.7% |
| u | 9780 | 5.3% |
| E | 8025 | 4.3% |
| Other values (37) | 53666 |
IDS Number
Text
| Distinct | 3146 |
|---|---|
| Distinct (%) | 61.2% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 271.3 KiB |
Length
| Max length | 5 |
|---|---|
| Median length | 5 |
| Mean length | 5 |
| Min length | 5 |
Unique
| Unique | 2482 ? |
|---|---|
| Unique (%) | 48.3% |
Sample
| 1st row | BD3LM |
|---|---|
| 2nd row | BJ2PE |
| 3rd row | BO5OP |
| 4th row | BM3GW |
| 5th row | BGC87 |
| Value | Count | Frequency (%) |
| bt2kw | 44 | 0.9% |
| bp1xa | 32 | 0.6% |
| bn4hw | 30 | 0.6% |
| by3po | 27 | 0.5% |
| bj2pe | 26 | 0.5% |
| bq1ej | 25 | 0.5% |
| bo0zi | 22 | 0.4% |
| by4or | 20 | 0.4% |
| bt3ph | 19 | 0.4% |
| bm7tq | 17 | 0.3% |
| Other values (3136) | 4880 |
Most occurring characters
| Value | Count | Frequency (%) |
| B | 2926 | 11.4% |
| P | 809 | 3.1% |
| 1 | 807 | 3.1% |
| 4 | 778 | 3.0% |
| W | 759 | 3.0% |
| 3 | 750 | 2.9% |
| 2 | 749 | 2.9% |
| 6 | 746 | 2.9% |
| 0 | 723 | 2.8% |
| O | 721 | 2.8% |
| Other values (26) | 15942 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 25710 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| B | 2926 | 11.4% |
| P | 809 | 3.1% |
| 1 | 807 | 3.1% |
| 4 | 778 | 3.0% |
| W | 759 | 3.0% |
| 3 | 750 | 2.9% |
| 2 | 749 | 2.9% |
| 6 | 746 | 2.9% |
| 0 | 723 | 2.8% |
| O | 721 | 2.8% |
| Other values (26) | 15942 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 25710 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| B | 2926 | 11.4% |
| P | 809 | 3.1% |
| 1 | 807 | 3.1% |
| 4 | 778 | 3.0% |
| W | 759 | 3.0% |
| 3 | 750 | 2.9% |
| 2 | 749 | 2.9% |
| 6 | 746 | 2.9% |
| 0 | 723 | 2.8% |
| O | 721 | 2.8% |
| Other values (26) | 15942 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 25710 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| B | 2926 | 11.4% |
| P | 809 | 3.1% |
| 1 | 807 | 3.1% |
| 4 | 778 | 3.0% |
| W | 759 | 3.0% |
| 3 | 750 | 2.9% |
| 2 | 749 | 2.9% |
| 6 | 746 | 2.9% |
| 0 | 723 | 2.8% |
| O | 721 | 2.8% |
| Other values (26) | 15942 |
Pubmed Id
Real number (ℝ)
High correlation Missing
| Distinct | 163 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 4979 |
| Missing (%) | 96.8% |
| Infinite | 0 |
| Infinite (%) | 0.0% |
| Mean | 35298568 |
| Minimum | 7724567 |
|---|---|
| Maximum | 41315544 |
| Zeros | 0 |
| Zeros (%) | 0.0% |
| Negative | 0 |
| Negative (%) | 0.0% |
| Memory size | 40.3 KiB |
Quantile statistics
| Minimum | 7724567 |
|---|---|
| 5-th percentile | 25411797 |
| Q1 | 34480024 |
| median | 35769741 |
| Q3 | 37663861 |
| 95-th percentile | 40809543 |
| Maximum | 41315544 |
| Range | 33590977 |
| Interquartile range (IQR) | 3183836.5 |
Descriptive statistics
| Standard deviation | 4664770.2 |
|---|---|
| Coefficient of variation (CV) | 0.13215183 |
| Kurtosis | 8.5704868 |
| Mean | 35298568 |
| Median Absolute Deviation (MAD) | 1592030 |
| Skewness | -2.3141949 |
| Sum | 5.7536665 × 109 |
| Variance | 2.1760081 × 1013 |
| Monotonicity | Not monotonic |
| Value | Count | Frequency (%) |
| 41094117 | 1 | < 0.1% |
| 36467441 | 1 | < 0.1% |
| 34824997 | 1 | < 0.1% |
| 38921690 | 1 | < 0.1% |
| 34566735 | 1 | < 0.1% |
| 39035481 | 1 | < 0.1% |
| 35632157 | 1 | < 0.1% |
| 36582327 | 1 | < 0.1% |
| 35627539 | 1 | < 0.1% |
| 18672462 | 1 | < 0.1% |
| Other values (153) | 153 | 3.0% |
| (Missing) | 4979 |
| Value | Count | Frequency (%) |
| 7724567 | 1 | |
| 18672462 | 1 | |
| 21563975 | 1 | |
| 22068329 | 1 | |
| 23194371 | 1 | |
| 23385287 | 1 | |
| 23449003 | 1 | |
| 24719575 | 1 | |
| 25411792 | 1 | |
| 25411839 | 1 |
| Value | Count | Frequency (%) |
| 41315544 | 1 | |
| 41305265 | 1 | |
| 41295426 | 1 | |
| 41094117 | 1 | |
| 41006537 | 1 | |
| 41000524 | 1 | |
| 40901815 | 1 | |
| 40897146 | 1 | |
| 40820512 | 1 | |
| 40710821 | 1 |
Open Access Designations
Categorical
High correlation Missing
| Distinct | 28 |
|---|---|
| Distinct (%) | 1.7% |
| Missing | 3457 |
| Missing (%) | 67.2% |
| Memory size | 288.6 KiB |
| gold | |
|---|---|
| Green Submitted, gold | |
| hybrid | |
| Green Submitted | |
| Green Submitted, hybrid | |
| Other values (23) |
Length
| Max length | 40 |
|---|---|
| Median length | 39 |
| Mean length | 11.400593 |
| Min length | 4 |
Unique
| Unique | 9 ? |
|---|---|
| Unique (%) | 0.5% |
Sample
| 1st row | Green Submitted, hybrid |
|---|---|
| 2nd row | hybrid |
| 3rd row | hybrid |
| 4th row | hybrid |
| 5th row | Green Accepted |
Common Values
| Value | Count | Frequency (%) |
| gold | 665 | 12.9% |
| Green Submitted, gold | 409 | 8.0% |
| hybrid | 240 | 4.7% |
| Green Submitted | 105 | 2.0% |
| Green Submitted, hybrid | 80 | 1.6% |
| Bronze | 72 | 1.4% |
| Green Submitted, Bronze | 36 | 0.7% |
| Green Published | 16 | 0.3% |
| Green Published, hybrid | 8 | 0.2% |
| Green Published, gold | 7 | 0.1% |
| Other values (18) | 47 | 0.9% |
| (Missing) | 3457 |
Length
| Value | Count | Frequency (%) |
| gold | 1098 | |
| green | 728 | |
| submitted | 649 | |
| hybrid | 336 | 11.2% |
| bronze | 120 | 4.0% |
| published | 47 | 1.6% |
| accepted | 32 | 1.1% |
Most occurring characters
| Value | Count | Frequency (%) |
| e | 2336 | |
| d | 2162 | |
| t | 1330 | 6.9% |
| 1325 | 6.9% | |
| o | 1218 | 6.3% |
| r | 1184 | 6.2% |
| l | 1145 | 6.0% |
| g | 1098 | 5.7% |
| b | 1032 | 5.4% |
| i | 1032 | 5.4% |
| Other values (15) | 5348 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 19210 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| e | 2336 | |
| d | 2162 | |
| t | 1330 | 6.9% |
| 1325 | 6.9% | |
| o | 1218 | 6.3% |
| r | 1184 | 6.2% |
| l | 1145 | 6.0% |
| g | 1098 | 5.7% |
| b | 1032 | 5.4% |
| i | 1032 | 5.4% |
| Other values (15) | 5348 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 19210 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| e | 2336 | |
| d | 2162 | |
| t | 1330 | 6.9% |
| 1325 | 6.9% | |
| o | 1218 | 6.3% |
| r | 1184 | 6.2% |
| l | 1145 | 6.0% |
| g | 1098 | 5.7% |
| b | 1032 | 5.4% |
| i | 1032 | 5.4% |
| Other values (15) | 5348 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 19210 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| e | 2336 | |
| d | 2162 | |
| t | 1330 | 6.9% |
| 1325 | 6.9% | |
| o | 1218 | 6.3% |
| r | 1184 | 6.2% |
| l | 1145 | 6.0% |
| g | 1098 | 5.7% |
| b | 1032 | 5.4% |
| i | 1032 | 5.4% |
| Other values (15) | 5348 |
Highly Cited Status
Boolean
Constant Missing
| Distinct | 1 |
|---|---|
| Distinct (%) | 7.1% |
| Missing | 5128 |
| Missing (%) | 99.7% |
| Memory size | 10.2 KiB |
| True | 14 |
|---|---|
| (Missing) |
| Value | Count | Frequency (%) |
| True | 14 | 0.3% |
| (Missing) | 5128 |
Hot Paper Status
Boolean
Constant Missing
| Distinct | 1 |
|---|---|
| Distinct (%) | 7.1% |
| Missing | 5128 |
| Missing (%) | 99.7% |
| Memory size | 10.2 KiB |
| False | 14 |
|---|---|
| (Missing) |
| Value | Count | Frequency (%) |
| False | 14 | 0.3% |
| (Missing) | 5128 |
Date of Export
Categorical
Constant
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 296.4 KiB |
| 2025-12-30 |
|---|
Length
| Max length | 10 |
|---|---|
| Median length | 10 |
| Mean length | 10 |
| Min length | 10 |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 2025-12-30 |
|---|---|
| 2nd row | 2025-12-30 |
| 3rd row | 2025-12-30 |
| 4th row | 2025-12-30 |
| 5th row | 2025-12-30 |
Common Values
| Value | Count | Frequency (%) |
| 2025-12-30 | 5142 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 2025-12-30 | 5142 |
Most occurring characters
| Value | Count | Frequency (%) |
| 2 | 15426 | |
| 0 | 10284 | |
| - | 10284 | |
| 5 | 5142 | 10.0% |
| 1 | 5142 | 10.0% |
| 3 | 5142 | 10.0% |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 51420 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 2 | 15426 | |
| 0 | 10284 | |
| - | 10284 | |
| 5 | 5142 | 10.0% |
| 1 | 5142 | 10.0% |
| 3 | 5142 | 10.0% |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 51420 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 2 | 15426 | |
| 0 | 10284 | |
| - | 10284 | |
| 5 | 5142 | 10.0% |
| 1 | 5142 | 10.0% |
| 3 | 5142 | 10.0% |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 51420 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 2 | 15426 | |
| 0 | 10284 | |
| - | 10284 | |
| 5 | 5142 | 10.0% |
| 1 | 5142 | 10.0% |
| 3 | 5142 | 10.0% |
UT (Unique WOS ID)
Text
Unique
| Distinct | 5142 |
|---|---|
| Distinct (%) | 100.0% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 341.6 KiB |
Length
| Max length | 19 |
|---|---|
| Median length | 19 |
| Mean length | 19 |
| Min length | 19 |
Unique
| Unique | 5142 ? |
|---|---|
| Unique (%) | 100.0% |
Sample
| 1st row | WOS:000359863700211 |
|---|---|
| 2nd row | WOS:000419747600019 |
| 3rd row | WOS:000518574900075 |
| 4th row | WOS:000462080100026 |
| 5th row | WOS:000322345500073 |
| Value | Count | Frequency (%) |
| wos:001265872600093 | 1 | < 0.1% |
| wos:001388694200001 | 1 | < 0.1% |
| wos:000359863700211 | 1 | < 0.1% |
| wos:000419747600019 | 1 | < 0.1% |
| wos:000518574900075 | 1 | < 0.1% |
| wos:000462080100026 | 1 | < 0.1% |
| wos:001198138400001 | 1 | < 0.1% |
| wos:001303612400181 | 1 | < 0.1% |
| wos:000558088806030 | 1 | < 0.1% |
| wos:000447408802079 | 1 | < 0.1% |
| Other values (5132) | 5132 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 34601 | |
| 1 | 8408 | 8.6% |
| W | 5142 | 5.3% |
| S | 5142 | 5.3% |
| O | 5142 | 5.3% |
| : | 5142 | 5.3% |
| 4 | 5024 | 5.1% |
| 2 | 4593 | 4.7% |
| 5 | 4504 | 4.6% |
| 3 | 4471 | 4.6% |
| Other values (9) | 15529 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 97698 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 0 | 34601 | |
| 1 | 8408 | 8.6% |
| W | 5142 | 5.3% |
| S | 5142 | 5.3% |
| O | 5142 | 5.3% |
| : | 5142 | 5.3% |
| 4 | 5024 | 5.1% |
| 2 | 4593 | 4.7% |
| 5 | 4504 | 4.6% |
| 3 | 4471 | 4.6% |
| Other values (9) | 15529 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 97698 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 0 | 34601 | |
| 1 | 8408 | 8.6% |
| W | 5142 | 5.3% |
| S | 5142 | 5.3% |
| O | 5142 | 5.3% |
| : | 5142 | 5.3% |
| 4 | 5024 | 5.1% |
| 2 | 4593 | 4.7% |
| 5 | 4504 | 4.6% |
| 3 | 4471 | 4.6% |
| Other values (9) | 15529 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 97698 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 0 | 34601 | |
| 1 | 8408 | 8.6% |
| W | 5142 | 5.3% |
| S | 5142 | 5.3% |
| O | 5142 | 5.3% |
| : | 5142 | 5.3% |
| 4 | 5024 | 5.1% |
| 2 | 4593 | 4.7% |
| 5 | 4504 | 4.6% |
| 3 | 4471 | 4.6% |
| Other values (9) | 15529 |
Web of Science Record
Categorical
Constant
| Distinct | 1 |
|---|---|
| Distinct (%) | < 0.1% |
| Missing | 0 |
| Missing (%) | 0.0% |
| Memory size | 251.2 KiB |
| 0 |
|---|
Length
| Max length | 1 |
|---|---|
| Median length | 1 |
| Mean length | 1 |
| Min length | 1 |
Unique
| Unique | 0 ? |
|---|---|
| Unique (%) | 0.0% |
Sample
| 1st row | 0 |
|---|---|
| 2nd row | 0 |
| 3rd row | 0 |
| 4th row | 0 |
| 5th row | 0 |
Common Values
| Value | Count | Frequency (%) |
| 0 | 5142 |
Length
Common Values (Plot)
| Value | Count | Frequency (%) |
| 0 | 5142 |
Most occurring characters
| Value | Count | Frequency (%) |
| 0 | 5142 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 0 | 5142 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 0 | 5142 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 5142 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 0 | 5142 |
doi_norm
Text
Missing
| Distinct | 4191 |
|---|---|
| Distinct (%) | > 99.9% |
| Missing | 950 |
| Missing (%) | 18.5% |
| Memory size | 333.0 KiB |
Length
| Max length | 55 |
|---|---|
| Median length | 43 |
| Mean length | 25.056536 |
| Min length | 13 |
Unique
| Unique | 4190 ? |
|---|---|
| Unique (%) | > 99.9% |
Sample
| 1st row | 10.1007/978-3-319-52691-1_18 |
|---|---|
| 2nd row | 10.1145/3345120.3345134 |
| 3rd row | 10.1109/ic3.2018.00-45 |
| 4th row | 10.1145/3629296.3629361 |
| 5th row | 10.1145/3649217.3653565 |
| Value | Count | Frequency (%) |
| 10.1145/3408877.3439639 | 2 | < 0.1% |
| 10.1080/03057267.2021.1963580 | 1 | < 0.1% |
| 10.1145/3514262.3514311 | 1 | < 0.1% |
| 10.1109/weit.2013.27 | 1 | < 0.1% |
| 10.1007/978-3-031-38454-7_12 | 1 | < 0.1% |
| 10.1109/icetc.2009.16 | 1 | < 0.1% |
| 10.4028/www.scientific.net/amm.373-375.2200 | 1 | < 0.1% |
| 10.1002/cae.22669 | 1 | < 0.1% |
| 10.1145/3345120.3345134 | 1 | < 0.1% |
| 10.1007/s10639-022-11454-1 | 1 | < 0.1% |
| Other values (4181) | 4181 |
Most occurring characters
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (33) | 22448 |
Most occurring categories
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per category
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (33) | 22448 |
Most occurring scripts
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per script
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (33) | 22448 |
Most occurring blocks
| Value | Count | Frequency (%) |
| (unknown) | 105037 |
Most frequent character per block
(unknown)
| Value | Count | Frequency (%) |
| 1 | 16924 | |
| 0 | 16709 | |
| . | 8905 | 8.5% |
| 2 | 8130 | 7.7% |
| 3 | 7450 | 7.1% |
| 9 | 5354 | 5.1% |
| 5 | 5080 | 4.8% |
| 4 | 4866 | 4.6% |
| 7 | 4849 | 4.6% |
| 8 | 4322 | 4.1% |
| Other values (33) | 22448 |
Interactions
Correlations
| 180 Day Usage Count | Book DOI | Book Group Authors | Cited Reference Count | Document Type | Language | Number of Pages | Open Access Designations | Publication Type | Publication Year | Pubmed Id | Since 2013 Usage Count | Special Issue | Supplement | Times Cited, All Databases | Times Cited, WoS Core | Unnamed: 0 | Web of Science Index | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 180 Day Usage Count | 1.000 | 1.000 | 1.000 | 0.565 | 0.029 | 0.000 | 0.532 | 0.135 | 0.072 | 0.516 | 0.344 | 0.663 | 0.000 | 1.000 | 0.263 | 0.248 | -0.038 | 0.088 |
| Book DOI | 1.000 | 1.000 | 1.000 | 0.242 | 0.242 | 1.000 | 0.769 | 0.791 | 0.769 | 0.792 | 0.000 | 1.000 | 0.000 | 0.000 | 1.000 | 1.000 | 0.248 | 0.775 |
| Book Group Authors | 1.000 | 1.000 | 1.000 | 0.000 | 0.728 | 0.214 | 1.000 | 0.102 | 0.445 | 0.381 | 0.000 | 1.000 | 0.000 | 0.000 | 1.000 | 1.000 | 0.038 | 0.829 |
| Cited Reference Count | 0.565 | 0.242 | 0.000 | 1.000 | 0.249 | 0.000 | 0.773 | 0.068 | 0.256 | 0.487 | 0.152 | 0.508 | 0.000 | 0.000 | 0.331 | 0.318 | 0.105 | 0.211 |
| Document Type | 0.029 | 0.242 | 0.728 | 0.249 | 1.000 | 0.000 | 0.331 | 0.129 | 0.822 | 0.211 | 0.294 | 0.104 | 0.000 | 0.000 | 0.096 | 0.092 | 0.098 | 0.437 |
| Language | 0.000 | 1.000 | 0.214 | 0.000 | 0.000 | 1.000 | 0.000 | 0.083 | 0.043 | 0.048 | 1.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.031 | 0.065 |
| Number of Pages | 0.532 | 0.769 | 1.000 | 0.773 | 0.331 | 0.000 | 1.000 | 0.000 | 0.102 | 0.472 | 0.135 | 0.488 | 0.000 | 1.000 | 0.247 | 0.231 | 0.107 | 0.117 |
| Open Access Designations | 0.135 | 0.791 | 0.102 | 0.068 | 0.129 | 0.083 | 0.000 | 1.000 | 0.242 | 0.214 | 0.369 | 0.126 | 1.000 | 1.000 | 0.000 | 0.000 | 0.036 | 0.223 |
| Publication Type | 0.072 | 0.769 | 0.445 | 0.256 | 0.822 | 0.043 | 0.102 | 0.242 | 1.000 | 0.291 | 0.536 | 0.149 | 1.000 | 1.000 | 0.000 | 0.000 | 0.122 | 0.791 |
| Publication Year | 0.516 | 0.792 | 0.381 | 0.487 | 0.211 | 0.048 | 0.472 | 0.214 | 0.291 | 1.000 | 0.959 | 0.081 | 0.184 | 0.000 | -0.258 | -0.263 | 0.065 | 0.229 |
| Pubmed Id | 0.344 | 0.000 | 0.000 | 0.152 | 0.294 | 1.000 | 0.135 | 0.369 | 0.536 | 0.959 | 1.000 | -0.357 | 1.000 | 0.000 | -0.621 | -0.624 | -0.136 | 0.370 |
| Since 2013 Usage Count | 0.663 | 1.000 | 1.000 | 0.508 | 0.104 | 0.000 | 0.488 | 0.126 | 0.149 | 0.081 | -0.357 | 1.000 | 0.072 | 0.000 | 0.636 | 0.616 | -0.106 | 0.154 |
| Special Issue | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 1.000 | 1.000 | 0.184 | 1.000 | 0.072 | 1.000 | 1.000 | 1.000 | 1.000 | 0.000 | 0.000 |
| Supplement | 1.000 | 0.000 | 0.000 | 0.000 | 0.000 | 0.000 | 1.000 | 1.000 | 1.000 | 0.000 | 0.000 | 0.000 | 1.000 | 1.000 | 1.000 | 1.000 | 0.378 | 0.000 |
| Times Cited, All Databases | 0.263 | 1.000 | 1.000 | 0.331 | 0.096 | 0.000 | 0.247 | 0.000 | 0.000 | -0.258 | -0.621 | 0.636 | 1.000 | 1.000 | 1.000 | 0.984 | -0.024 | 0.102 |
| Times Cited, WoS Core | 0.248 | 1.000 | 1.000 | 0.318 | 0.092 | 0.000 | 0.231 | 0.000 | 0.000 | -0.263 | -0.624 | 0.616 | 1.000 | 1.000 | 0.984 | 1.000 | -0.019 | 0.094 |
| Unnamed: 0 | -0.038 | 0.248 | 0.038 | 0.105 | 0.098 | 0.031 | 0.107 | 0.036 | 0.122 | 0.065 | -0.136 | -0.106 | 0.000 | 0.378 | -0.024 | -0.019 | 1.000 | 0.087 |
| Web of Science Index | 0.088 | 0.775 | 0.829 | 0.211 | 0.437 | 0.065 | 0.117 | 0.223 | 0.791 | 0.229 | 0.370 | 0.154 | 0.000 | 0.000 | 0.102 | 0.094 | 0.087 | 1.000 |
Missing values
Sample
| Unnamed: 0 | Publication Type | Authors | Book Authors | Book Editors | Book Group Authors | Author Full Names | Book Author Full Names | Group Authors | Article Title | Source Title | Book Series Title | Book Series Subtitle | Language | Document Type | Conference Title | Conference Date | Conference Location | Conference Sponsor | Conference Host | Author Keywords | Keywords Plus | Abstract | Addresses | Affiliations | Reprint Addresses | Email Addresses | Researcher Ids | ORCIDs | Funding Orgs | Funding Name Preferred | Funding Text | Cited References | Cited Reference Count | Times Cited, WoS Core | Times Cited, All Databases | 180 Day Usage Count | Since 2013 Usage Count | Publisher | Publisher City | Publisher Address | ISSN | eISSN | ISBN | Journal Abbreviation | Journal ISO Abbreviation | Publication Date | Publication Year | Volume | Issue | Part Number | Supplement | Special Issue | Meeting Abstract | Start Page | End Page | Article Number | DOI | DOI Link | Book DOI | Early Access Date | Number of Pages | WoS Categories | Web of Science Index | Research Areas | IDS Number | Pubmed Id | Open Access Designations | Highly Cited Status | Hot Paper Status | Date of Export | UT (Unique WOS ID) | Web of Science Record | doi_norm | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 0 | 0 | C | WeiguoZou | NaN | Kim, Y | NaN | WeiguoZou | NaN | NaN | Computational Thinking Ability Training in College Computer Teaching | PROCEEDINGS OF THE 2015 INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE AND TECHNOLOGY EDUCATION (ICSSTE 2015) | Advances in Social Science Education and Humanities Research | NaN | English | Proceedings Paper | International Conference on Social Science and Technology Education (ICSSTE) | APR 11-12, 2015 | Sanya, PEOPLES R CHINA | Int Assoc Cyber Sci & Engn | NaN | Computational Thinking; Computer Teaching; Blended Teaching Model | NaN | Computational thinking is ubiquitous, and has become a hot spot in education. As the core mission of college computer teaching, computational thinking training naturally causes widespread concern in the field of basic computer education. In this study, we propose the computational thinking formation procedural model, which reveals that computational thinking is the unity of internal and process, and the computational thinking ability training process is an important reason for the formation of computational thinking ability. And based on the factors of computational thinking training process, we construct the computational thinking - based blended teaching model. | Yancheng Inst Ind Technol, Yancheng 224001, Peoples R China | NaN | WeiguoZou (autor correspondiente), Yancheng Inst Ind Technol, Yancheng 224001, Peoples R China. | NaN | NaN | NaN | NaN | NaN | NaN | NaN | 5 | 1 | 1 | 2 | 38 | ATLANTIS PRESS | PARIS | 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE | 2352-5398 | NaN | 978-94-62520-60-8 | ADV SOC SCI EDUC HUM | NaN | NaN | 2015 | 18 | NaN | NaN | NaN | NaN | NaN | 817 | 821 | NaN | NaN | NaN | NaN | NaN | 5 | Education & Educational Research; Social Sciences, Interdisciplinary | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Education & Educational Research; Social Sciences - Other Topics | BD3LM | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000359863700211 | 0 | NaN |
| 1 | 1 | B | Repenning, A; Basawapatna, AR; Escherle, NA | NaN | Rich, PJ; Hodges, CB | NaN | Repenning, Alexander; Basawapatna, Ashok R.; Escherle, Nora A. | NaN | NaN | Principles of Computational Thinking Tools | EMERGING RESEARCH, PRACTICE, AND POLICY ON COMPUTATIONAL THINKING | Educational Communications and Technology-Issues and Innovations | NaN | English | Article; Book Chapter | NaN | NaN | NaN | NaN | NaN | Computational Thinking Process; Three stages of the Computational Thinking Process; Computational Thinking Tools; Principles of Computational Thinking Tools | END | Computational Thinking is a fundamental skill for the twenty-first century workforce. This broad target audience, including teachers and students with no programming experience, necessitates a shift in perspective toward Computational Thinking Tools that not only provide highly accessible programming environments but explicitly support the Computational Thinking Process. This evolution is crucial if Computational Thinking Tools are to be relevant to a wide range of school disciplines including STEM, art, music, and language learning. Computational Thinking Tools must help users through three fundamental stages of Computational Thinking: problem formulation, solution expression, and execution/evaluation. This chapter outlines three principles, and employs AgentCubes online as an example, on how a Computational Thinking Tool provides support for these stages by unifying human abilities with computer affordances. | [Repenning, Alexander; Escherle, Nora A.] Univ Appl Sci & Arts Northwestern Switzerland FHN, Sch Educ, CH-5210 Windisch, Switzerland; [Basawapatna, Ashok R.] SUNY Old Westbury, Dept Math & Comp Informat Syst, Old Westbury, NY 11568 USA | FHNW University of Applied Sciences & Arts Northwestern Switzerland; State University of New York (SUNY) System; SUNY Old Westbury | Repenning, A (autor correspondiente), Univ Appl Sci & Arts Northwestern Switzerland FHN, Sch Educ, CH-5210 Windisch, Switzerland. | alexander.repenning@fhnw.ch; basawapatnaa@oldwestbury.edu; nora.escherle@fhnw.ch | NaN | REPENNING, ALEXANDER/0000-0002-2165-7533 | NaN | NaN | NaN | NaN | 49 | 16 | 22 | 0 | 58 | SPRINGER INTERNATIONAL PUBLISHING AG | CHAM | GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND | NaN | NaN | 978-3-319-52691-1; 978-3-319-52690-4 | EDUC COMMUN TECHNOL | Educ. Commun. Technol. | NaN | 2017 | NaN | NaN | NaN | NaN | NaN | NaN | 291 | 305 | NaN | 10.1007/978-3-319-52691-1_18 | 0.0 | 10.1007/978-3-319-52691-1 | NaN | 15 | Education & Educational Research; Social Issues | Book Citation Index– Social Sciences & Humanities (BKCI-SSH) | Education & Educational Research; Social Issues | BJ2PE | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000419747600019 | 0 | 10.1007/978-3-319-52691-1_18 |
| 2 | 2 | C | Shih, WC | NaN | NaN | Assoc Comp Machinery | Shih, Wen-Chung | NaN | NaN | Integrating Computational Thinking into the Process of Learning Artificial Intelligence | ICEMT 2019: 2019 3RD INTERNATIONAL CONFERENCE ON EDUCATION AND MULTIMEDIA TECHNOLOGY | NaN | NaN | English | Proceedings Paper | 3rd International Conference on Education and Multimedia Technology (ICEMT) | JUL 22-25, 2019 | Nagoya, JAPAN | NaN | NaN | Computational thinking; Experiential learning; Artificial intelligence | NaN | In recent years, computational thinking has once again received attention widely. Computational thinking is generally considered to be the ability to be acquired. However, this study is to use computational thinking as part of the learning method. In order to explore the application of computational thinking in teaching, this study first collected the main review papers, as well as the literature on the assessment of computational thinking, and examined their views. Then, this study proposes a learning method that integrates computational thinking into experiential learning theory and applies it to learning artificial intelligence techniques. | [Shih, Wen-Chung] Asia Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan | Asia University Taiwan | Shih, WC (autor correspondiente), Asia Univ, Dept Comp Sci & Informat Engn, Taichung, Taiwan. | wjshih@asia.edu.tw | NaN | Shih, Wen-Chung/0000-0003-4838-8473 | Ministry of Science and Technology of Republic of China [MOST 106-2511-S-468 -005 -MY2] | Ministry of Science and Technology of Republic of China(Ministry of Science and Technology, Taiwan) | This research was supported by Ministry of Science and Technology of Republic of China under the number of MOST 106-2511-S-468 -005 -MY2. | NaN | 28 | 4 | 5 | 3 | 67 | ASSOC COMPUTING MACHINERY | NEW YORK | 1601 Broadway, 10th Floor, NEW YORK, NY, UNITED STATES | NaN | NaN | 978-1-4503-7210-7 | NaN | NaN | NaN | 2019 | NaN | NaN | NaN | NaN | NaN | NaN | 364 | 368 | NaN | 10.1145/3345120.3345134 | 0.0 | NaN | NaN | 5 | Computer Science, Interdisciplinary Applications; Computer Science, Theory & Methods | Conference Proceedings Citation Index - Science (CPCI-S) | Computer Science | BO5OP | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000518574900075 | 0 | 10.1145/3345120.3345134 |
| 3 | 3 | C | Wu, SY | NaN | NaN | IEEE | Wu, Sheng-Yi | NaN | NaN | The Development and Challenges of Computational Thinking Board Games | 2018 FIRST INTERNATIONAL COGNITIVE CITIES CONFERENCE (IC3 2018) | NaN | NaN | English | Proceedings Paper | 1st International Cognitive Cities Conference (IC3) | AUG 07-09, 2018 | Okinawa, JAPAN | IEEE Comp Soc,Okinawa Inst Sci & Technol | NaN | computational thinking; board game; coding; game-based learning | NaN | The promotion of computational thinking education has become a worldwide trend. To cultivate the computational thinking ability of children at young age, many computational thinking board games have appeared recently. This article introduces five computational thinking board games, including Robot Turtles, King of Pirates, Doggy Code, ROBOT WARS Coding Board Game, and Code master, and then to analyze its characteristics respectively. Additionally, this article also points out the current limitations and challenges of computational thinking board games. We hope more schools or operators will join the development of computational thinking education in the future. | [Wu, Sheng-Yi] Natl Pingtung Univ, Dept Sci Commun, Pingtung, Taiwan | National Pingtung University | Wu, SY (autor correspondiente), Natl Pingtung Univ, Dept Sci Commun, Pingtung, Taiwan. | digschool@gmail.com | Wu, Sheng-Yi/C-4143-2011 | Wu, Sheng-Yi/0000-0003-3022-1843 | NaN | NaN | NaN | NaN | 11 | 7 | 8 | 1 | 37 | IEEE | NEW YORK | 345 E 47TH ST, NEW YORK, NY 10017 USA | NaN | NaN | 978-1-5386-5059-2 | NaN | NaN | NaN | 2018 | NaN | NaN | NaN | NaN | NaN | NaN | 129 | 131 | NaN | 10.1109/IC3.2018.00-45 | 0.0 | NaN | NaN | 3 | Computer Science, Interdisciplinary Applications; Engineering, Electrical & Electronic | Conference Proceedings Citation Index - Science (CPCI-S) | Computer Science; Engineering | BM3GW | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000462080100026 | 0 | 10.1109/ic3.2018.00-45 |
| 4 | 4 | C | Lu, CJ; Zhang, S; Chen, XQ | NaN | Chang, T | NaN | Lu Changjin; Zhang Shuai; Chen Xiuqiong | NaN | NaN | The Study on Computational Thinking | 2012 INTERNATIONAL CONFERENCE ON EDUCATION REFORM AND MANAGEMENT INNOVATION (ERMI 2012), VOL 1 | NaN | NaN | English | Proceedings Paper | International Conference on Education Reform and Management Innovation (ERMI 2012) | DEC 04-05, 2012 | Shenzhen, PEOPLES R CHINA | NaN | NaN | information process; computational thinking; talent-training strategy | NaN | This article makes an introduction to the research of computational thinking on its form, characteristic and present situation, analyses the background and the reasons for the rise of computational thinking, draws the conclusion that computational thinking should be considered from national strategic level of talent-training, and proposes some countermeasures of computational thinking enhancement, talent-training and information process. | [Lu Changjin; Zhang Shuai; Chen Xiuqiong] Sanming Univ, Dept Math & Comp Sci, Sanming, Fujian Province, Peoples R China | Sanming University | NaN | smlcj123@163.com | NaN | NaN | NaN | NaN | NaN | NaN | 3 | 0 | 0 | 0 | 21 | INFORMATION ENGINEERING RESEARCH INST, USA | NEWARK | 100 CONTINENTAL DR, NEWARK, DE 19713 USA | NaN | NaN | 978-1-16275-049-1 | NaN | NaN | NaN | 2013 | NaN | NaN | NaN | NaN | NaN | NaN | 376 | 380 | NaN | NaN | NaN | NaN | NaN | 5 | Economics; Education & Educational Research; Management | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Business & Economics; Education & Educational Research | BGC87 | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000322345500073 | 0 | NaN |
| 5 | 5 | C | Zhang, W; Song, LL; Huang, XJ; Wang, Y | NaN | ACM | NaN | Zhang, Wei; Song, Lingling; Huang, Xujun; Wang, Yi | NaN | NaN | Construction and Practice of Computational Thinking Structural Framework with Sternberg's Intellectual Education Theory | PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON EDUCATION TECHNOLOGY AND COMPUTERS, ICETC 2023 | NaN | NaN | English | Proceedings Paper | 15th International Conference on Education Technology and Computers (ICETC) | SEP 26-28, 2023 | Univ Barcelona, Barcelona, SPAIN | Grup Recerca Ensenyament Aprenentatge Virtual,Univ Warwick,Tecnologico Monterrey | Univ Barcelona | computational thinking; intelligence theories; software development; technology; project-based teaching | NaN | Cultivating students' computational thinking skills is one of the important teaching goals of college computer courses, and constructing a scientific and effective structural framework for computational thinking is the basis for implementing computational thinking training. To this end, based on Sternberg's intelligence education theory, combined with software development and programming knowledge, a structural framework of computational thinking was constructed. Subsequently, a project-based teaching activity based on this framework to cultivate students' computational thinking skills was carried out in the college computer programming course Software Development Technology. By measuring students' computational thinking skills before and after the activity, it was verified that the project-based teaching model based on the proposed framework had a significant effect on improving students' computational thinking skills. By constructing a structural framework of computational thinking that integrates the characteristics of disciplines, and taking programming teaching as a carrier to implement the cultivation of computational thinking skills, it can provide a new way for computer educators to cultivate students' computational thinking skills. | [Zhang, Wei; Song, Lingling] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China; [Huang, Xujun] Zhongnan Univ Econ & Law, Sch Foreign Studies, Wuhan, Peoples R China; [Wang, Yi] Guiyang Big Data Applicat Serv Ctr, Guiyang, Peoples R China | Central China Normal University; Zhongnan University of Economics & Law | Song, LL (autor correspondiente), Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China. | zwccnu@ccnu.edu.cn; linglingsong@mails.ccnu.edu.cn; hxj168168@zuel.edu.cn; wlqyy_fam@163.com | NaN | NaN | National Natural Science Foundation of China [61977031] | National Natural Science Foundation of China(National Natural Science Foundation of China (NSFC)) | This work has been finally supported by the National Natural Science Foundation of China (Grant No.61977031) named Research on the Intelligent Comprehensive Assessment of Computational Thinking for the Key Competence. | NaN | 14 | 0 | 0 | 4 | 15 | ASSOC COMPUTING MACHINERY | NEW YORK | 1601 Broadway, 10th Floor, NEW YORK, NY, UNITED STATES | NaN | NaN | 979-8-4007-0911-1 | NaN | NaN | NaN | 2023 | NaN | NaN | NaN | NaN | NaN | NaN | 404 | 408 | NaN | 10.1145/3629296.3629361 | 0.0 | NaN | NaN | 5 | Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines | Conference Proceedings Citation Index - Science (CPCI-S); Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Computer Science; Education & Educational Research | BW5RO | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:001166851900062 | 0 | 10.1145/3629296.3629361 |
| 6 | 6 | C | Pasterk, S; Benke, G | NaN | NaN | ACM | Pasterk, Stefan; Benke, Gertraud | NaN | NaN | Computational Thinking for Self-Regulated Learning | PROCEEDINGS OF THE 2024 CONFERENCE INNOVATION AND TECHNOLOGY IN COMPUTER SCIENCE EDUCATION, VOL 1, ITICSE 2024 | NaN | NaN | English | Proceedings Paper | 29th Annual Conference on Innovation and Technology in Computer Science Education (ITiCSE) | JUL 08-10, 2024 | Univ Milano, Milan, ITALY | Assoc Comp Machinery,Assoc Comp Machinery Special Interest Grp Comp Sci Educ,ACM Europe Council,Informat Europe,Github Educ,Univ Milano, Dipartimento Informatica | Univ Milano | self-regulated learning; computational thinking; secondary school | NaN | In this theoretical paper, we compare computational thinking and self-regulated learning. Many studies use self-regulated learning to foster the acquisition of computational thinking competencies. Self-regulated learning skills are themselves beneficial for any learning process; here, we argue that the relationship between self-regulated learning and computational thinking is closer than the simple observation that self-regulated learning strategies support the acquisition of computational thinking competencies. We sustain that self-regulated learning and computational thinking competencies share many features (and have some differences), which would support synergistic effects so that not only can self-regulated learning be used to attain computational thinking competencies, but computational thinking activities can also be used to foster features of self-regulated learning competencies. | [Pasterk, Stefan; Benke, Gertraud] Univ Klagenfurt, Klagenfurt, Austria | University of Klagenfurt | Pasterk, S (autor correspondiente), Univ Klagenfurt, Klagenfurt, Austria. | stefan.pasterk@aau.at; gertraud.benke@aau.at | NaN | Benke, Gertraud/0000-0002-6710-191X | NaN | NaN | NaN | NaN | 35 | 1 | 1 | 3 | 24 | ASSOC COMPUTING MACHINERY | NEW YORK | 1601 Broadway, 10th Floor, NEW YORK, NY, UNITED STATES | NaN | NaN | 979-8-4007-0600-4 | NaN | NaN | NaN | 2024 | NaN | NaN | NaN | NaN | NaN | NaN | 640 | 645 | NaN | 10.1145/3649217.3653565 | 0.0 | NaN | NaN | 6 | Computer Science, Interdisciplinary Applications; Education & Educational Research; Education, Scientific Disciplines | Conference Proceedings Citation Index - Science (CPCI-S); Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Computer Science; Education & Educational Research | BX2PG | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:001265872600093 | 0 | 10.1145/3649217.3653565 |
| 7 | 7 | C | Chen, L; Xia, JX; Tao, J | NaN | NaN | IEEE | Chen, Li; Xia, Jiaoxiong; Tao, Jie | NaN | NaN | Cultivating Computational Thinking Among Students Of Liberal Art In Basic Computer Courses | 2018 5TH INTERNATIONAL CONFERENCE ON SYSTEMS AND INFORMATICS (ICSAI) | International Conference on Systems and Informatics | NaN | English | Proceedings Paper | 5th International Conference on Systems and Informatics (ICSAI) | NOV 10-12, 2018 | Nanjing, PEOPLES R CHINA | Shanghai Dianji Univ, Sch Elect & Informat,IEEE Syst, Man, & Cybernet Soc | NaN | Computational Thinking; Computer Foundation; Students of Liberal Art; Educational Reform | NaN | With the concept of Computational Thinking proposed, how to cultivate student's Computational Thinking in basic computer courses has become the focus of basic computer education reform in recent years. Computational Thinking has gradually been recognized by computer educators and has become an important goal of basic computer education. According to the author's experience, the paper analyzes the reasons why students of literal arts also need to acquire Computational Thinking after summarizing the current research status of Computational Thinking at home and abroad. Regarding the cultivation of Computational Thinking ability as a higher level than knowledge learning and skill training, the paper puts forward some improving suggestions on how to cultivate Computational Thinking among students of liberal arts. | [Chen, Li; Xia, Jiaoxiong; Tao, Jie] Shanghai Int Studies Univ, Xianda Coll Econ & Humanities, Shanghai 200083, Peoples R China | Shanghai International Studies University; Xianda College of Economics & Humanities Shanghai International Studies University | Chen, L (autor correspondiente), Shanghai Int Studies Univ, Xianda Coll Econ & Humanities, Shanghai 200083, Peoples R China. | NaN | NaN | NaN | Second Round of Research Projects for Shanghai Private Colleges [2016-SHNGE-08ZD] | Second Round of Research Projects for Shanghai Private Colleges | This Research was financially supported by the Second Round of Research Projects for Shanghai Private Colleges (2016-SHNGE-08ZD, Thanks for the help. | NaN | 8 | 0 | 0 | 0 | 16 | IEEE | NEW YORK | 345 E 47TH ST, NEW YORK, NY 10017 USA | 2474-0217 | NaN | 978-1-7281-0120-0 | INT CONF SYST INFORM | NaN | NaN | 2018 | NaN | NaN | NaN | NaN | NaN | NaN | 544 | 548 | NaN | NaN | NaN | NaN | NaN | 5 | Engineering, Electrical & Electronic | Conference Proceedings Citation Index - Science (CPCI-S) | Engineering | BM1JJ | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000459881500096 | 0 | NaN |
| 8 | 8 | C | Repenning, A; Basawapatna, A; Escherle, N | NaN | Blackwell, A; Plimmer, B; Stapleton, G | NaN | Repenning, Alexander; Basawapatna, Ashok; Escherle, Nora | NaN | NaN | Computational Thinking Tools | 2016 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING (VL/HCC) | Symposium on Visual Languages and Human Centric Computing VL HCC | NaN | English | Proceedings Paper | IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) | SEP 04-08, 2016 | Cambridge, ENGLAND | IEEE | NaN | computational thinking tools; end-user programming; K-12 education; computational thinking | NaN | Computational Thinking is an essential skill for all students in the 21st Century. A fundamental question is how can we create computer affordances to empower novice teachers and students, in a variety of STEM and art disciplines, to think computationally while avoiding difficult overhead emerging from traditional coding? Over the last 20 years we have iteratively developed tools that aim to support computational thinking. As these tools evolved a philosophy emerged to support Computational Thinking by joining human abilities with computer affordances. Chief among these findings is that supporting Computational Thinking is much more than making coding accessible. Computational Thinking Tools aim to minimize coding overhead by supporting users through three fundamental stages of the Computational Thinking development cycle: problem formulation, solution expression, and solution execution/evaluation. | [Repenning, Alexander] Univ Colorado, Boulder, CO 80309 USA; [Repenning, Alexander; Escherle, Nora] FHNW, Sch Educ, CH-5200 Brugge, Switzerland; [Basawapatna, Ashok] SUNY Coll Old Westbury, Dept Math & Comp Informat Syst, Old Westbury, NY 11568 USA | University of Colorado System; University of Colorado Boulder; State University of New York (SUNY) System; SUNY Old Westbury | Repenning, A (autor correspondiente), Univ Colorado, Boulder, CO 80309 USA.;Repenning, A (autor correspondiente), FHNW, Sch Educ, CH-5200 Brugge, Switzerland. | NaN | NaN | REPENNING, ALEXANDER/0000-0002-2165-7533 | Hasler Foundation; National Science Foundation [0833612, 1345523, 0848962]; Direct For Education and Human Resources; Division Of Research On Learning [0833612] Funding Source: National Science Foundation; Directorate For Engineering [0848962, 1345523] Funding Source: National Science Foundation; Div Of Industrial Innovation & Partnersh [1345523, 0848962] Funding Source: National Science Foundation | Hasler Foundation; National Science Foundation(National Science Foundation (NSF)); Direct For Education and Human Resources; Division Of Research On Learning(National Science Foundation (NSF)NSF - Directorate for STEM Education (EDU)); Directorate For Engineering(National Science Foundation (NSF)NSF - Directorate for Engineering (ENG)); Div Of Industrial Innovation & Partnersh(National Science Foundation (NSF)NSF - Directorate for Engineering (ENG)) | This work is supported by the Hasler Foundation and the National Science Foundation under Grant Numbers 0833612, 1345523, and 0848962. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of these foundations. | NaN | 37 | 27 | 35 | 0 | 55 | IEEE | NEW YORK | 345 E 47TH ST, NEW YORK, NY 10017 USA | 1943-6092 | NaN | 978-1-5090-0252-8 | S VIS LANG HUM CEN C | NaN | NaN | 2016 | NaN | NaN | NaN | NaN | NaN | NaN | 218 | 222 | NaN | NaN | NaN | NaN | NaN | 5 | Computer Science, Software Engineering; Computer Science, Theory & Methods | Conference Proceedings Citation Index - Science (CPCI-S) | Computer Science | BG8AX | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000392158000034 | 0 | NaN |
| 9 | 9 | J | Ezeamuzie, NO; Leung, JSC | NaN | NaN | NaN | Ezeamuzie, Ndudi O.; Leung, Jessica S. C. | NaN | NaN | Computational Thinking Through an Empirical Lens: A Systematic Review of Literature | JOURNAL OF EDUCATIONAL COMPUTING RESEARCH | NaN | NaN | English | Review | NaN | NaN | NaN | NaN | NaN | computational thinking; problem solving; algorithms; programming; abstraction | ELEMENTARY CLASSROOMS; COMPUTER-SCIENCE; ROBOTICS; SKILLS; PAPER; EXPLORATION; VIEWPOINT; EDUCATION; VALIDITY; DESIGN | This article provides an overview of the diverse ways in which computational thinking has been operationalised in the literature. Computational thinking has attracted much interest and debatably ranks in importance with the time-honoured literacy skills of reading, writing, and arithmetic. However, learning interventions in this subject have modelled computational thinking differently. We conducted a systematic review of 81 empirical studies to examine the nature, explicitness, and patterns of definitions of computational thinking. Data analysis revealed that most of the reviewed studies operationalised computational thinking as a composite of programming concepts and preferred definitions from assessment-based frameworks. On the other hand, a substantial number of the studies did not establish the meaning of computational thinking when theorising their interventions nor clearly distinguish between computational thinking and programming. Based on these findings, this article proposes a model of computational thinking that focuses on algorithmic solutions supported by programming concepts which advances the conceptual clarity between computational thinking and programming. | [Ezeamuzie, Ndudi O.; Leung, Jessica S. C.] Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China | University of Hong Kong | Ezeamuzie, NO (autor correspondiente), Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China. | amuzie@connect.hku.hk | Leung, Jessica Shuk Ching/G-4619-2013; Ezeamuzie, Ndudi Okechukwu/ABG-1289-2021 | Ezeamuzie, Ndudi Okechukwu/0000-0001-8946-5709 | NaN | NaN | NaN | NaN | 100 | 68 | 86 | 29 | 393 | SAGE PUBLICATIONS INC | THOUSAND OAKS | 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA | 0735-6331 | 1541-4140 | NaN | J EDUC COMPUT RES | J. Educ. Comput. Res. | APR | 2022 | 60 | 2 | NaN | NaN | NaN | NaN | 481 | 511 | 7356331211033158 | 10.1177/07356331211033158 | 0.0 | NaN | JUL 2021 | 31 | Education & Educational Research | Social Science Citation Index (SSCI) | Education & Educational Research | 0H2KI | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000678265200001 | 0 | 10.1177/07356331211033158 |
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| 5132 | 5132 | J | Goldenberg, EP; Carter, CJ | NaN | NaN | NaN | Goldenberg, E. Paul; Carter, Cynthia J. | NaN | NaN | Programming as a language for young children to express and explore mathematics in school | BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | activity‐ based learning; coding; constructionism; mathematics; primary education | EARLY-CHILDHOOD MATHEMATICS | Natural language helps express mathematical thinking and contexts. Conventional mathematical notation (CMN) best suits expressions and equations. Each is essential; each also has limitations, especially for learners. Our research studies how programming can be a advantageous third language that can also help restore mathematical connections that are hidden by topic-centred curricula. Restoring opportunities for surprise and delight reclaims mathematics' creative nature. Studies of children's use of language in mathematics and their programming behaviours guide our iterative design/redesign of mathematical microworlds in which students, ages 7-11, use programming in their regular school lessons as a language for learning mathematics. Though driven by mathematics, not coding, the microworlds develop the programming over time so that it continues to support children's developing mathematical ideas. This paper briefly describes microworlds EDC has tested with well over 400 7-to-8-year-olds in school, and others tested (or about to be tested) with over 200 8-to-11-year-olds. Our challenge was to satisfy schools' topical orientation and fit easily within regular classroom study but use and foreshadow other mathematical learning to remove the siloes. The design/redesign research and evaluation is exploratory, without formal methodology. We are also more formally studying effects on children's learning. That ongoing study is not reported here. Practitioner notes What is already known Active learning-doing-supports learning. Collaborative learning-doing together-supports learning. Classroom discourse-focused, relevant discussion, not just listening-supports learning. Clear articulation of one's thinking, even just to oneself, helps develop that thinking. What this paper adds The common languages we use for classroom mathematics-natural language for conveying the meaning and context of mathematical situations and for explaining our reasoning; and the formal (written) language of conventional mathematical notation, the symbols we use in mathematical expressions and equations-are both essential but each presents hurdles that necessitate the other. Yet, even together, they are insufficient especially for young learners. Programming, appropriately designed and used, can be the third language that both reduces barriers and provides the missing expressive and creative capabilities children need. Appropriate design for use in regular mathematics classrooms requires making key mathematical content obvious, strong and the 'driver' of the activities, and requires reducing tech 'overhead' to near zero. Continued usefulness across the grades requires developing children's sophistication and knowledge with the language; the powerful ways that children rapidly acquire facility with (natural) language provides guidance for ways they can learn a formal language as well. Implications for policy and/or practice Mathematics teaching can take advantage of the ways children learn through experimentation and attention to the results, and of the ways children use their language brain even for mathematics. In particular, programming-in microworlds driven by the mathematical content, designed to minimise distraction and overhead, open to exploration and discovery en route to focused aims, and in which children self-evaluate-can allow clear articulation of thought, experimentation with immediate feedback. As it aids the mathematics, it also builds computational thinking and satisfies schools' increasing concerns to broaden access to ideas of computer science. | [Goldenberg, E. Paul] Educ Dev Ctr EDC, 43 Foundry Ave, Waltham, MA 02453 USA; [Carter, Cynthia J.] Rashi Sch, Dedham, MA USA | Education Development Center (EDC) | Goldenberg, EP (autor correspondiente), Educ Dev Ctr EDC, 43 Foundry Ave, Waltham, MA 02453 USA. | pgoldenberg@edc.org | NaN | NaN | NaN | NaN | NaN | NaN | 38 | 11 | 18 | 7 | 64 | WILEY | HOBOKEN | 111 RIVER ST, HOBOKEN 07030-5774, NJ USA | 0007-1013 | 1467-8535 | NaN | BRIT J EDUC TECHNOL | Br. J. Educ. Technol. | MAY | 2021 | 52 | 3 | NaN | NaN | NaN | NaN | 969 | 985 | NaN | 10.1111/bjet.13080 | 0.0 | NaN | NaN | 17 | Education & Educational Research | Social Science Citation Index (SSCI) | Education & Educational Research | SK0OC | NaN | hybrid | NaN | NaN | 2025-12-30 | WOS:000655921600002 | 0 | 10.1111/bjet.13080 |
| 5133 | 5133 | J | Rahimi, S; Almond, R; Ramírez-Salgado, A; Wusylko, C; Weisberg, L; Song, Y; Lu, J; Myers, T; Wang, BW; Wang, XM; Francois, M; Moses, J; Wright, E | NaN | NaN | NaN | Rahimi, Seyedahmad; Almond, Russell; Ramirez-Salgado, Andrea; Wusylko, Christine; Weisberg, Lauren; Song, Yukyeong; Lu, Jie; Myers, Ted; Wang, Bowen; Wang, Xiaomaon; Francois, Marc; Moses, Jennifer; Wright, Eric | NaN | NaN | Competency model development: The backbone of successful stealth assessments | JOURNAL OF COMPUTER ASSISTED LEARNING | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | assessment for learning; competency model; digital games; evidence cantered design; learning analytics; stealth assessment | DIVERGENT THINKING; CREATIVITY | BackgroundStealth assessment is a learning analytics method, which leverages the collection and analysis of learners' interaction data to make real-time inferences about their learning. Employed in digital learning environments, stealth assessment helps researchers, educators, and teachers evaluate learners' competencies and customize the learning experience to their specific needs. This adaptability is closely intertwined with theories related to learning, engagement, and motivation. The foundation of stealth assessment rests on evidence-cantered design (ECD), consisting of four core models: the Competency Model (CM), Evidence Model, Task Model, and Assembly Model.ObjectiveThe first step in designing a stealth assessment entails producing operational definitions of the constructs to be assessed. The CM establishes a framework of latent variables representing the target constructs, as well as their interrelations. When developing the CM, assessment designers must produce clear descriptions of the claims associated with the latent variables and their states, as well as sketch out how the competencies can be measured using assessment tasks. As the designers elaborate on the assessment model, the CM definitions need to be revisited to make sure they work with the scope and constraints of the assessment. Although this is the first step, problems at this stage may result in an assessment that does not meet the intended purpose. The objective of this paper is to elucidate the necessary steps for CM development and to highlight potential challenges in the process, along with strategies for addressing them, particularly for designers without much formal assessment experience.MethodThis paper is a methodological exposition, showcasing five examples of CM development. Specifically, we conducted a qualitative retrospective analysis of the CM development procedure, wherein participants unfamiliar with ECD applied the framework and showcased their work. In a stealth assessment course, four groups of students (novice stealth assessment designers) engaged in developing stealth assessments for challenging-to-measure constructs across four distinct projects. During their CM development process, we observed various activities to pinpoint areas of difficulty.ResultsThis paper presents five illustrative examples, including one for assessing physics understanding and four for the development of CMs for four complex competencies: (1) systems thinking, (2) online information credibility evaluation, (3) computational thinking, and (4) collaborative creativity. Each example represents a case in CM development, offering valuable insights.ConclusionThe paper concludes by discussing several guidelines derived from the examples discussed. Emphasizing the importance of dedicating ample time to fine-tune CMs can significantly enhance the accuracy of assessments related to learners' knowledge and skills. It underscores the significance of qualitative phases in crafting comprehensive stealth assessments, such as CMs, alongside the quantitative statistical modeling and technical aspects of these assessments. What is currently known about this topic? Stealth assessment represents an unobtrusive, automated formative assessment method. This method uses learning analytics within digital learning environments (e.g., games). The main purpose is to assess and foster the competencies of diverse learners.What does this paper add? This paper serves as a conceptual and methodological guide. This paper focuses on the critical process of competency model development. Competency model development is a crucial step in the creation of stealth assessments.Implications for practice/or policy Learning scientists and assessment designers can leverage this paper as a resource. Assessment designers can benefit from this paper and see various examples of the process. | [Rahimi, Seyedahmad; Ramirez-Salgado, Andrea; Wusylko, Christine; Weisberg, Lauren; Song, Yukyeong; Lu, Jie; Myers, Ted; Wang, Bowen; Wang, Xiaomaon; Francois, Marc; Moses, Jennifer; Wright, Eric] Univ Florida, Sch Teaching & Learning, Gainesville, FL USA; [Almond, Russell] Florida State Univ, Educ Psychol & Learning Syst, Tallahassee, FL USA; [Rahimi, Seyedahmad] Univ Florida, Coll Educ, Sch Teaching & Learning, 2403 Norman Hall, Gainesville, FL 32611 USA | State University System of Florida; University of Florida; State University System of Florida; Florida State University; State University System of Florida; University of Florida | Rahimi, S (autor correspondiente), Univ Florida, Coll Educ, Sch Teaching & Learning, 2403 Norman Hall, Gainesville, FL 32611 USA. | srahimi@ufl.edu | Weisberg, Lauren/M-1489-2019; Wang, Bowen/KXR-3143-2024; Almond, Russell/GQB-0824-2022; Francois, Marc/JCN-8502-2023; Wusylko, Christine/JLK-9388-2023; Ramirez-Salgado, Andrea/ACY-2548-2022 | Weisberg, Lauren/0000-0001-8033-3662; Lu, Jie Jennifer/0000-0002-7466-6177; Rahimi, Seyedahmad/0000-0001-9266-758X; Almond, Russell/0000-0002-8876-9337; | NaN | NaN | NaN | NaN | 63 | 3 | 3 | 6 | 30 | WILEY | HOBOKEN | 111 RIVER ST, HOBOKEN 07030-5774, NJ USA | 0266-4909 | 1365-2729 | NaN | J COMPUT ASSIST LEAR | J. Comput. Assist. Learn. | DEC | 2024 | 40 | 6 | NaN | NaN | NaN | NaN | 2772 | 2789 | NaN | 10.1111/jcal.13025 | 0.0 | NaN | JUN 2024 | 18 | Education & Educational Research | Social Science Citation Index (SSCI) | Education & Educational Research | N5B3V | NaN | Bronze | NaN | NaN | 2025-12-30 | WOS:001243574300001 | 0 | 10.1111/jcal.13025 |
| 5134 | 5134 | C | Ronsivalle, GB; Boldi, A; Giunta, E | NaN | Chova, LG; Martinez, AL; Torres, IC | NaN | Ronsivalle, G. B.; Boldi, A.; Giunta, E. | NaN | NaN | IMPROVING THE TRAINING PROCESS: A COURSE TO HELP EDUCATORS LEADING EFFECTIVELY CODING ACTIVITIES | 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017) | ICERI Proceedings | NaN | English | Proceedings Paper | 10th Annual International Conference of Education, Research and Innovation (ICERI) | NOV 16-18, 2017 | Seville, SPAIN | NaN | NaN | Coding; training; educators; computational thinking; innovation; school | NaN | Coding is a powerful instrument to include and integrate the different learning styles and the cognitive peculiarities of every student: writing clear and unequivocal instructions, using a machine language and working with a concrete tool could lead students to be more accurate, concise and conscious about their own process of learning. Coding lessons motivate student learning scientific disciplines, overcoming those emotional factors obstructing a fertile experience of school. Because of the advantages offered, Coding has been fully introduced in ministerial programs in Italy as a discipline: it is not only an innovative subject for pedagogy in theoretical terms, but it requires schools to rapidly and effectively comply with reforms implemented since 2014. OECD TALIS 2013 data confirms teachers need training, as they are required to teach and use Coding as a school discipline, but they do not have the required competencies: based on this, in 2015 the first project was launched to better introduce Coding in the Italian Schools. However, the current training paths which are offered to educators, in Italy and abroad, present several shortcomings: poor timing, absence of evaluation moments and, consequently, lack of tools for analysis of results. In order to overcome these critical issues, we propose and describe the design of a training course addressed to educators. This path is tailored to meet the real needs and the characteristics of the recipients, it refers to a rigorous design method and it is able to quantify the actual increase of the skills of the subjects. This method could support the teachers in organizing educational interventions, avoiding the use of improvisation, increasing the internal validity of the course and allowing replication in other contexts. First of all, we provide an overview of the Coding projects launched in Italian schools: method, structure, monitoring data and first results. Then, we identify the best practices and the lesson learned which are summarized in a guideline. We finally propose a course path, observing some important quality criteria to self-evaluate the quality of our work. In particular, we apply three main quality indicators: 1. The quality of the design: a) preliminary analysis, b) macro-design and c) micro-design; 2. The quality provided: a) pre-delivery and b) delivery; 3. Quality of the results' evaluation: a) evaluation and b) reporting. The course design consists of two essential moments: I) A first phase, macro-design, which illustrates the general structure of the course. The three main outputs of this phase are: 1. the conceptual map, which has been created to identify the conceptual nodes and the main contents of the course; 2. the tree of didactic objectives, each of one is defined according to the Bloom complexity level ( revised): we also list the main assessment tests, consistent with the level of the Bloom's Taxonomy; 3. a flow chart, defining the logical structure, the rules and the time scanning; II) A second phase, micro-design, which describes the storyboard of the classroom and the rating storyboard. Following this method, we believe teachers could put in practice programs which are tailored to their particular class. Going through different experimentations, teachers could also promote the use of coding in interdisciplinary domains that are not yet coded also supporting research in this field. | [Ronsivalle, G. B.] Univ Verona, Verona, Italy; [Boldi, A.] Wemole Srl, Rome, Italy | University of Verona | Ronsivalle, GB (autor correspondiente), Univ Verona, Verona, Italy. | NaN | Boldi, Arianna/ADK-4069-2022 | NaN | NaN | NaN | NaN | NaN | 14 | 0 | 0 | 0 | 5 | IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT | VALENICA | LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN | 2340-1095 | NaN | 978-84-697-6957-7 | ICERI PROC | NaN | NaN | 2017 | NaN | NaN | NaN | NaN | NaN | NaN | 6939 | 6959 | NaN | NaN | NaN | NaN | NaN | 21 | Education & Educational Research | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Education & Educational Research | BJ9XB | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000429975307010 | 0 | NaN |
| 5135 | 5135 | C | Diaz, L; Foster, T; Barashango, SC | NaN | NaN | ASSOC COMPUTING MACHINERY | Diaz, Lien; Foster, Terry; Barashango, Sababu Chaka | NaN | NaN | Does the Advanced Placement Computer Science (CS) Principles course drive equitable and inclusive CS pedagogy, curriculum, and policy as a means to broaden participation in computing? | PROCEEDINGS OF THE CONFERENCE FOR RESEARCH ON EQUITABLE AND SUSTAINED PARTICIPATION IN ENGINEERING, COMPUTING, AND TECHNOLOGY, RESPECT 2024 | NaN | NaN | English | Proceedings Paper | Conference on Research on Equitable and Sustained Participation in Engineering, Computing, and Technology (RESPECT) | MAY 16-17, 2024 | Atlanta, GA | Assoc Comp Machinery,ACM Special Interest Grp Comp Sci Educ | NaN | Advanced Placement Computer Science Principles; equity; inclusion; CS education policy | NaN | The premise for the development of the Advanced Placement (AP) Computer Science Principles course was aimed at broadening participation in computing, as a high school level CS course. Since AP courses carry credibility with millions of students who take AP Exams as they are recognized with prospects of obtaining a college education, the hope was that the AP CS Principles course would lead to increased participation in AP CS Exams, especially with students historically excluded in CS including girls, Black, Hispanic, and Native American students, as well those with disabilities. The course raises opportunities and access to CS in higher education. The AP CS Principles curriculum framework is used in the development of the Exam which is significant in the creation college credit and placement policies. Nearly 1,300 colleges and universities have created policies providing students with opportunities to receive college credit or placement for scoring a 3 or higher on the AP CS Principles Exam [12]. The AP CS Principles curriculum framework is also used to define the learning outcomes for the course and stands as a pivotal tool in shaping high school CS education pathways to post-secondary introductory CS courses: It was designed to meet rigorous content requirements of an innovative first semester college-level introductory CS course. It exposes students to demanding expectations of building high levels of computational thinking skills and practical applications of programming that are valuable as they advance in their academics. It provides opportunities for students to connect fundamental programming concepts with important topics such as understanding the role of data in programming, and how data is processed and analyzed. AP CS Principles also recognizes the societal impacts of technology and teaches students about ethical considerations that may arise when analyzing bias in technological systems so that students develop a well-rounded perspective on technology's role in society [5]. Additional themes such as the infrastructure of the Internet including networks and protocols are also included. This paper focuses on the vision of the AP CS Principles course underpinnings (a) being engaging and appealing to a wider range of students, (b) making it accessible for a more racially, ethnically, and gender-identity diverse population of high school students, and (c) providing the benefits of the AP label on students' high school transcripts gives them options to consider a pathway into college CS studies with an enhanced admissions appeal, potential academic scholarships, and/or careers in the field. We investigate the structure of the AP CS Principles curriculum framework as a key resource that impacts the kinds of teaching and learning that is promoted in the Course and Exam Description. We discuss our experiences with the imbalanced emphasis on inclusive pedagogy and building community within the classroom to directly increase sense of belonging with students historically excluded from computing. Lastly, while the AP CS Principles Exam continues to flourish in participation numbers, we question the effectiveness of policies to promote broadening participation in computing. We review policies from three different states and discuss how they leverage the AP CS Principles course to promote teacher certification and student enrollment but do not necessarily ensure equitable practices to promote diverse representation in terms of gender, race, socioeconomic background, and disability. | [Diaz, Lien; Foster, Terry; Barashango, Sababu Chaka] Georgia Tech, Constellat Ctr Equ Comp, Atlanta, GA 30332 USA | University System of Georgia; Georgia Institute of Technology | Diaz, L (autor correspondiente), Georgia Tech, Constellat Ctr Equ Comp, Atlanta, GA 30332 USA. | ldiaz@cc.gatech.edu; terry.foster@cc.gatech.edu; sababu.barashango@cc.gatech.edu | NaN | NaN | NaN | NaN | NaN | NaN | 17 | 2 | 2 | 1 | 2 | ASSOC COMPUTING MACHINERY | NEW YORK | 1601 Broadway, 10th Floor, NEW YORK, NY, UNITED STATES | NaN | NaN | 979-8-4007-0626-4 | NaN | NaN | NaN | 2024 | NaN | NaN | NaN | NaN | NaN | NaN | 158 | 162 | NaN | 10.1145/3653666.3656281 | 0.0 | NaN | NaN | 5 | Education, Scientific Disciplines; Social Issues; Social Sciences, Interdisciplinary | Conference Proceedings Citation Index - Science (CPCI-S); Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Education & Educational Research; Social Issues; Social Sciences - Other Topics | BX0CA | NaN | gold | NaN | NaN | 2025-12-30 | WOS:001227772300024 | 0 | 10.1145/3653666.3656281 |
| 5136 | 5136 | C | Ronsivalle, GB; Boldi, A; Bazzi, C | NaN | Chova, LG; Martinez, AL; Torres, IC | NaN | Ronsivalle, G. B.; Boldi, A.; Bazzi, C. | NaN | NaN | EDUCATIONAL TECHNOLOGIES FOR SPECIFIC LEARNING DISORDERS (SLD) IN PRIMARY SCHOOL: A LECTURE OF CODING DESIGNED WITH COMPENSATING WRITING SOFTWARE | 10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI2017) | ICERI Proceedings | NaN | English | Proceedings Paper | 10th Annual International Conference of Education, Research and Innovation (ICERI) | NOV 16-18, 2017 | Seville, SPAIN | NaN | NaN | SLDs; Coding; technology; software; compensatory tools | NaN | The diffusion of Specific Learning Disabilities (SLDs), in an evolving theoretical and clinical scenario, afflicts the ability of experts to diagnose, differentiate and provide early support of students suffering from an SLD. It is necessary to correctly assess the presence of this type of neurodiversity in the learning style since the pupil attends Primary School, limiting the important damage caused by not considering the emotional and relational framework beyond the cognitive one. Considering the SLDs as a category including various ways of processing information, the purpose for those who work in the education field is to find new strategies of teaching in the classroom. Currently, there are several technology tools with a compensating purpose which have a different effect on the main ways an SLD child organizes, processes, accesses and uses information. Among these, Coding has become world-class for the ability to develop a paradigm shift in the way an SLD person thinks, which is the main issue of the disorder. Coding is a powerful instrument to include and integrate the different learning styles and the cognitive peculiarities of every student: coding 1) reinforces some critical skills (problem solving, the sense of orientation, logical-computational thinking and ability to synthesize information); 2) it generates positive emotionality in the child by involving him in a fun and motivating activity; 3) it offers strategies for dealing with dysgraphia. However, Coding is an instrument and it should be integrated as a part of a training path in order to be effective. The learning courses have to be both designed according to a rigorous method and tailored-made for the specific context (classroom, children, training need analysis). The paper describes in detail the design of a standard-lesson to teach Coding in schools. First of all, we put together the existing platform of coding with compensating software Super Quaderno, a special text editor which can overcome the problems of coordination and short-term memory typical of dysgraphia thanks to its features: phonetic spelling, multimedia objects, automatic association of images, reading word-by-word. The lesson is structured into a) a series of stimulating questions to introduce the topic, dealing with the main resistances and correcting wrong believes; b) a role play that introduce the learners to machine language, stimulating their ability to communicate in a simple and clear way, which is essential for programming; c) a creative exercise that consists in creating an ex novo story using visual blocks of programming: in the first phase the pupil writes a short story, which will be associated with images and sounds; in the second phase, the images are arranged in order to create a labyrinth, while the text disappears; in the last phase, the pupil has to follow the path, made of images and synthesized sounds, in order to recreate the original story. The purpose is to a) stimulate the mind to identify the logical and chronological sense of a text, b) train writing in a ludic manner and c) enhance the typical learning style of children with SLDs, giving way to their talents and creativity. This collaboration can also be extended to other software, to create an interconnected network between programming and compensation tools, potentially useful in different school environments. | [Ronsivalle, G. B.] Univ Verona, Verona, Italy; [Boldi, A.] Wemole Srl, Rome, Italy; [Bazzi, C.] Don G Busato, Vicenza, Italy | University of Verona | Ronsivalle, GB (autor correspondiente), Univ Verona, Verona, Italy. | NaN | Boldi, Arianna/ADK-4069-2022 | NaN | NaN | NaN | NaN | NaN | 10 | 1 | 1 | 1 | 12 | IATED-INT ASSOC TECHNOLOGY EDUCATION & DEVELOPMENT | VALENICA | LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN | 2340-1095 | NaN | 978-84-697-6957-7 | ICERI PROC | NaN | NaN | 2017 | NaN | NaN | NaN | NaN | NaN | NaN | 6930 | 6938 | NaN | NaN | NaN | NaN | NaN | 9 | Education & Educational Research | Conference Proceedings Citation Index - Social Science & Humanities (CPCI-SSH) | Education & Educational Research | BJ9XB | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000429975307009 | 0 | NaN |
| 5137 | 5137 | J | Ortiz, LG; Bekerman, Z; Ros, MZ | NaN | NaN | NaN | Ortiz, Lourdes Guardia; Bekerman, Zvi; Ros, Miguel Zapata | NaN | NaN | Presentation of the special issue Generative AI, ChatGPT and Education. Consequences for Intelligent Learning and Educational Evaluation | RED-REVISTA DE EDUCACION A DISTANCIA | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | ChatGPT; Generative AI; education; artificial intelligence; instructional design; assessment | COMPUTATIONAL THINKING | In July 2023, given the rise of LLMs (Large Langauge Models), RED convened this special issue on Generative AI and Education, where special attention was paid to its consequences for intelligent learning and educational evaluation. We wanted to give space to contributions that included research related to these topics. Also to experiences about intelligent learning and formative evaluation in ChatGPT contexts. The call was with these general questions center dot Does AI have the potential to revolutionize existing teaching methods, assessment and student support? center dot Creative thinking and problem solving are essential in modern and very complex environments. Could this AI help students deal with these problems? We also had doubts about its benefits. They could be summarized in this question: Generative AI will begin to serve as an active partner in social, creative and intellectual actions continuously over time, and not only as an answer to isolated questions: What are the impacts that will occur? Now those impacts are unknown in the practices that may exist. Another intention was: A theoretical framework is needed to address these questions and in general for an effective deployment of AI systems in education. It is necessary to do so beyond the results provided by empirical research. And that it does not guide and direct at new crossroads, both in research and practice. In the conclusions we see to what extent these expectations have been met. As a consequence, we deduce that the critical importance of theory in the design, development and deployment of AI in education is necessary now more than ever. But we are equally underserved. In this perspective, we continue to critically consider the relevance and continuity of existing learning theories when AI becomes a reality in classrooms. As that result is not met, we also reiterate the call to consider new frameworks, models and ways of thinking. We are referring to those that include the presence of non -human agents, which we hesitate to call a new technology, because it is more like an active partner than a simple technology, as has happened until now. This approach is precisely what makes us insist on a series of important questions for the future, precisely about the review of learning theories based on existing configurations. And to investigate what their alternatives would be in this case. We have done after extensive and exhaustive dissemination in your call. But, despite this and beyond these general conclusions that we have made, the special issue offers us evidence of a scarce empirical investigation of practical cases in the application of generative AI in education. However, of the hundred or so contributions received, seven have been selected in the previous editorial review. The rest have been discarded because they do not conform to the standards or are not the type of contributions requested (the literature reviews per se and the self-report studies stand out among them, due to their high number). Of those seven, six have passed editorial review. They are described at the end. The main contributions of this small number of contributions have been the confirmation of a low level of research and practice. Also, some very interesting contributions from the articles and essays by the invited authors. We draw your attention to these articles and the clear results and evidence obtained on the concrete use of generative AI in specific environments. Results of inevitable use by schools, universities and teachers in these environments or in others to which they can be transferred. | [Ortiz, Lourdes Guardia] Univ Oberta Catalunya, Barcelona, Spain; [Bekerman, Zvi] Hebrew Univ Jerusalem, Jerusalem, Israel; [Ros, Miguel Zapata] Univ Murcia, Murcia, Spain | UOC Universitat Oberta de Catalunya; Hebrew University of Jerusalem; University of Murcia | Ortiz, LG (autor correspondiente), Univ Oberta Catalunya, Barcelona, Spain. | lguardia@uoc.edu; zvi.bekerman@mail.huji.ac.il; mzapata@um.es | BEKERMAN, ZVI/A-1521-2010 | BEKERMAN, ZVI/0000-0002-3493-0770 | NaN | NaN | NaN | NaN | 25 | 2 | 6 | 18 | 109 | UNIV MURCIA | Murcia | Edificio Pleiades Campus de Espinardo, Murcia, 30071, SPAIN | 1578-7680 | NaN | NaN | RED-REV EDUC DISTANC | RED-Rev. Educ. Distancia | MAY 30 | 2024 | 24 | 78 | NaN | NaN | NaN | NaN | NaN | NaN | NaN | 10.6018/red.609801 | 0.0 | NaN | NaN | 19 | Education & Educational Research | Emerging Sources Citation Index (ESCI) | Education & Educational Research | TA3E6 | NaN | gold | NaN | NaN | 2025-12-30 | WOS:001238488500002 | 0 | 10.6018/red.609801 |
| 5138 | 5138 | J | Tariq, R; Abatal, M; Vargas, J; Vázquez-Sánchez, AY | NaN | NaN | NaN | Tariq, Rasikh; Abatal, Mohamed; Vargas, Joel; Vazquez-Sanchez, Alma Yolanda | NaN | NaN | Deep learning artificial neural network framework to optimize the adsorption capacity of 3-nitrophenol using carbonaceous material obtained from biomass waste | SCIENTIFIC REPORTS | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | 3-nitrophenol; Carbonaceous materials; Haematoxylum campechianum; Deep learning; Artificial neural network; Genetic algorithm; Educational innovation; Higher education; Computational thinking; Artificial intelligence | ACTIVATED CARBON; PHENOLIC-COMPOUNDS; SUBSTITUTED PHENOLS; AQUEOUS-SOLUTION; RHIZOPUS-ARRHIZUS; CONGO RED; REMOVAL; WATER; NITROPHENOLS; CHLOROPHENOLS | The presence of toxic chemicals in water, including heavy metals like mercury and lead, organic pollutants such as pesticides, and industrial chemicals from runoff and discharges, poses critical public health and environmental risks leading to severe health issues and ecosystem damage; education plays a crucial role in mitigating these effects by enhancing awareness, promoting sustainable practices, and integrating environmental science into curricula to empower individuals to address and advocate for effective solutions to water pollution. However, the educational transformation should be accompanied with a technical process which can be eventually transferred to society to empower environmental education. In this study, carbonaceous material derived from Haematoxylum campechianum (CM-HC) was utilized for removing 3-nitrophenol (3-Nph) from aqueous solutions. The novelty of this research utilizes Haematoxylum campechianum bark and coconut shell, abundant agricultural wastes in Campeche, Mexico, for toxin removal, enhancing the adsorption process through artificial neural networks and genetic algorithms to optimize conditions and maximize the absorption efficiency. CM-HC's surface morphology was analyzed using scanning electron microscopy (SEM/EDS), BET method, X-ray powder diffraction (XRD), and pHpzc. Kinetic models including pseudo-first-order (PFO), pseudo-second-order (PSO), and Elovich were applied to fit the data. Adsorption isotherms were determined at varying pH (3-8), adsorbent dosages (2-10 g/L), and temperatures (300.15-330.15 K), employing Langmuir, Freundlich, Temkin, and Redlich-Peterson models. PSO kinetics demonstrated a good fit (R-2 > 0.98) for Ci = 50-100 mg/L, indicating a chemical adsorption mechanism. The Langmuir isotherm model exhibited the best fit, confirming chemical adsorption, with a maximum adsorption capacity (Q(m)) of 236.156 mg/g at T = 300.15 K, pH = 6, contact time = 3 h, and 2 g/L adsorbent dosage. Lower temperatures favored exothermic adsorption. Artificial neural networks (ANNs) were employed for deep learning, optimizing the predictive model for removal percentage. Correlation heat maps highlighted positive correlations between time, dosage, and removal percentage, emphasizing the impact of initial concentration on efficiency. ANN modeling, incorporating iterative optimization, yielded highly accurate predictions, aligned closely with experimental results. The study showcases the success of deep learning in optimizing adsorption processes, emphasizing the importance of diverse correlation algorithms for comprehensive insights into competitive adsorption dynamics. The 5-14-14-1 deep learning architecture, fine-tuned over 228 epochs, demonstrated strong performance with mean squared error (MSE) values of 4.07, 18.406, and 6.2122 for training, testing, and total datasets, respectively, and high R-squared values. Graphical analysis showed a solid linear correlation between experimental and simulated removal percentages, emphasizing the need to consider more than just testing data for optimization. Experimental validation confirmed a 98.77% removal efficiency, illustrating the effectiveness of combining deep learning with genetic algorithms, and highlighting the necessity of experimental trials to verify computational predictions. It is concluded that the carbonaceous material from Haematoxylum campechianum waste (CM-HC) is an effective, low-cost adsorbent for removing 3-nitrophenol from aqueous solutions, achieving optimal removal at pH 6 and 300. 15 K with a maximum adsorption capacity of 236.156 mg/g, following Langmuir model and pseudo-second order kinetics. The validated ANN model offers a reliable tool for practical applications in environmental remediation, advancing both environmental science and educational innovation by integrating artificial neural networks and data science methodologies into student learning experiences. | [Tariq, Rasikh] Tecnol Monterrey, Inst Future Educ, Ave Eugenio Garza Sada 2501, Monterrey 64849, NL, Mexico; [Abatal, Mohamed] Univ Autonoma Carmen, Fac Ingn, Ave Cent S-N Esq Con Fracc Mundo Maya, Ciudad Del Carmen 24115, Campeche, Mexico; [Vargas, Joel] Univ Nacl Autonoma Mexico, Unidad Morelia, Inst Invest Mat, Antigua Carretera Patzcuaro 8701,Col Ex Hacienda S, Morelia 58190, Michoacan, Mexico; [Vazquez-Sanchez, Alma Yolanda] Univ Tecnol Xicotepec Juarez, Area Agroind Alimentaria, Ave Univ Tecnol 1000,Col Tierra Negra Xicotepec de, Xicotepec De Juarez 73080, Puebla, Mexico | Tecnologico de Monterrey; Universidad Autonoma del Carmen; Universidad Nacional Autonoma de Mexico | Abatal, M (autor correspondiente), Univ Autonoma Carmen, Fac Ingn, Ave Cent S-N Esq Con Fracc Mundo Maya, Ciudad Del Carmen 24115, Campeche, Mexico. | mabatal@pampano.unacar.mx | Abatal, Mohamed/G-6047-2018; Tariq, Rasikh/AAO-6006-2020; Vargas, Joel/OJV-5248-2025; Alma Yolanda, Vázquez Sánchez/AAP-4797-2021 | Alma Yolanda, Vázquez Sánchez/0000-0003-4230-6975 | Tecnologico de Monterrey [IJXT070-23EG99001] | Tecnologico de Monterrey(Instituto Politecnico Nacional - Mexico) | The authors would like to thank Tecnologico de Monterrey for the financial support provided through the 'Challenge-Based Research Funding Program 2023', Project ID #IJXT070-23EG99001, entitled 'Complex Thinking Education for All (CTE4A): A Digital Hub and School for Lifelong Learners.' | NaN | 107 | 13 | 13 | 9 | 30 | NATURE PORTFOLIO | BERLIN | HEIDELBERGER PLATZ 3, BERLIN, 14197, GERMANY | 2045-2322 | NaN | NaN | SCI REP-UK | Sci Rep | AUG 30 | 2024 | 14 | 1 | NaN | NaN | NaN | NaN | NaN | NaN | 20250 | 10.1038/s41598-024-70989-0 | 0.0 | NaN | NaN | 29 | Multidisciplinary Sciences | Science Citation Index Expanded (SCI-EXPANDED) | Science & Technology - Other Topics | E6N2X | 39215127.0 | Green Submitted, gold | NaN | NaN | 2025-12-30 | WOS:001304147400093 | 0 | 10.1038/s41598-024-70989-0 |
| 5139 | 5139 | C | McMullin, B | NaN | Andrews, P; Caves, L; Doursat, R; Hickinbotham, S; Polack, F; Stepney, S; Taylor, T; Timmis, J | NaN | McMullin, Barry | NaN | NaN | The Overshoot Curriculum: Artificial Life, Education and the Human Predicament | ECAL 2015: THE THIRTEENTH EUROPEAN CONFERENCE ON ARTIFICIAL LIFE | NaN | NaN | English | Proceedings Paper | 13th European Conference on Artificial Life (ECAL) | JUL 20-24, 2015 | Univ York, York Ctr Complex Syst Anal, York, ENGLAND | MIT Press, Artificial Life,Springer,HIERATIC Project Hierarch Anal Complex Dynam Syst,FoCAS Project Fundamentals Collect Adapt Syst,Earth Life Sci Inst Origins Network,SimOmics | Univ York, York Ctr Complex Syst Anal | NaN | NaN | It is well established in the scientific literature that global human civilization is in serious ecological trouble. The most comprehensive survey is perhaps that of the Planetary Boundaries framework (Rockstrom et al., 2009). The unfolding of these challenges will, of course, be a very complex process; and some detailed impacts are certainly still open to significant human management and moderation. Nonetheless, it seems clear that we are no longer dealing with a problem, or even set of problems, that might be solved; rather, this is a predicament - an uncertain, dynamic, and at least partially chaotic, disruption in global human development (Gilding, 2012). A predicament calls not for solution, but for engagement, and continuous, long term, refinement of response. The purpose of this contribution is to propose a particular educational (curricular and pedagogic) response: one that specifically draws on the tools, techniques and understandings of the field of Artificial Life. In recent decades, the mission of university education, at least in public universities, has become progressively identified simply with the direct support of economic development in its sponsoring regional community. That is, its primary role is to provide graduates with just the knowledge and skills most immediately aligned with the preceived needs of the regional economy. There is a perfectly clear logic and rationale to this development; but in a world faced with global ecological disruption, within the lifetimes of current students, this is neither an honest nor even an effective preparation for the challenges which they will face. Moreover, given that even limited moderation of the impending impacts of ecological limits will rely on the widest societal understanding and deeply informed and engaged leadership at all levels, it is arguable that universities have an immediate, and potentially decisive role to play in communicating the realities of the current global ecological situation. And so, to Artificial Life; or more precisely, to Artificial Ecology. The use of computational tools to model complex biological, evolutionary, ecological and social dynamics is a foundational technique in the ALife field. Indeed, computational thinking and modelling was at the heart of the systems dynamics approach to socio-ecological modelling pioneered by Forrester (1982). This provided the basis for the famous (or infamous?) Limits to Growth (LTG) project of the Club of Rome (Meadows et al., 1972). This was the first substantive attempt to computationally model the socio-ecological dynamics of global human society and assess whether ecological impacts would be likely to limit the growth of human material activities within any practically foreseeable time-frame. While the model was necessarily crude, the robust result was that - in the absence of effective control measures to the contrary - serious limits would become apparent within the first half of the 21st century. In the 40 years since, the world has tracked remarkably close to the standard run of the LTG study (Turner, 2014). In fact, multiple lines of investigation now strongly suggest not just that aggregate human activity is approaching ecological limits, but that it has already reached a state of significant overshoot beyond those limits. Overshoot is a qualitatively distinct regime for the design and operation of any adaptive or mitigating interventions (Catton, 1982). Effective societal responses to date have been significantly impaired by a lack of wide understanding of this harsh ecological reality. This gap in understanding facilitates the comforting - but erroneous - notion that it is prudent to delay difficult responses until after impacts are manifest. But delay is precisely one of the principle mechanisms that actually causes overshoot, and undermines the capability to damp the subsequent crash. Accordingly, it is suggested that there is now a clear need to develop what is here termed an overshoot curriculum, and to integrate this with formation of graduates in all disciplines. Further, a key pedagogical technique in delivering such a curriculum will be the systematic use of computational model ecologies. The Alife community is therefore uniquely positioned to contribute to this radical reform of higher education to meet what are, without exaggeration, the most profound challenges in the history of human civilization. | [McMullin, Barry] Dublin City Univ, Dublin 9, Ireland | Dublin City University | McMullin, B (autor correspondiente), Dublin City Univ, Dublin 9, Ireland. | barry.mcmullin@dcu.ie | McMullin, Barry/B-9504-2009 | McMullin, Barry/0000-0002-5789-2068 | NaN | NaN | NaN | NaN | 6 | 0 | 0 | 0 | 2 | MIT PRESS | CAMBRIDGE | ONE ROGERS ST, CAMBRIDGE, MA 02142 USA | NaN | NaN | NaN | NaN | NaN | NaN | 2015 | NaN | NaN | NaN | NaN | NaN | NaN | 414 | 414 | NaN | 10.7551/978-0-262-33027-5-ch073 | 0.0 | NaN | NaN | 1 | Computer Science, Interdisciplinary Applications; Evolutionary Biology; Mathematical & Computational Biology | Conference Proceedings Citation Index - Science (CPCI-S) | Computer Science; Evolutionary Biology; Mathematical & Computational Biology | BO3ES | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:000510147800073 | 0 | 10.7551/978-0-262-33027-5-ch073 |
| 5140 | 5140 | J | Basaran, M; Vural, ÖF; Metin, S; Tamur, S | NaN | NaN | NaN | Basaran, Mehmet; Vural, omer Faruk; Metin, Sermin; Tamur, Sabiha | NaN | NaN | Early Coding Education and its Multidimensional Impact on Preschool Development: An Analysis of ChatGPT's Insights | INTERNATIONAL JOURNAL OF EARLY CHILDHOOD | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | Coding education; Preschool education; ChatGPT insights; Preschool development | COMPUTATIONAL THINKING; CHILDHOOD; INTERNET; CHILDREN; LEARN | This study investigates ChatGPT's perspectives on coding education for preschool children to provide a comprehensive understanding that is valuable for educators in early childhood education. An instrumental case study approach was employed, utilizing qualitative research design and case study methods. Data were gathered using a structured interview form containing 93 questions posed to ChatGPT version 3.5 to obtain in-depth insights into coding education during the preschool period. Content analysis examined ChatGPT's responses, identifying key themes and codes. The findings indicate that coding practices equip children with coding skills and support their development in multiple domains. Furthermore, the study highlights that uncertainties surrounding the definition of coding, the skills it encompasses, and its integration into curricula are gradually diminishing, with more explicit frameworks emerging. While there are drawbacks to artificial intelligence tools, the study concludes that tools like ChatGPT have significant potential to contribute to the content development of teachers, offering valuable resources to enhance coding education in early childhood. Este estudio investiga las perspectivas de ChatGPT sobre la educaci & oacute;n en programaci & oacute;n para ni & ntilde;os en edad preescolar, con el objetivo de proporcionar una comprensi & oacute;n integral valiosa para los educadores en la educaci & oacute;n infantil. Se emple & oacute; un enfoque de estudio de caso instrumental, utilizando un dise & ntilde;o de investigaci & oacute;n cualitativo y m & eacute;todos de estudio de caso. Los datos se recopilaron mediante un formulario de entrevista estructurada que conten & iacute;a 93 preguntas planteadas a la versi & oacute;n 3.5 de ChatGPT para obtener informaci & oacute;n profunda sobre la educaci & oacute;n en programaci & oacute;n durante el per & iacute;odo preescolar. El an & aacute;lisis de contenido examin & oacute; las respuestas de ChatGPT, identificando temas y c & oacute;digos clave. Los hallazgos indican que las pr & aacute;cticas de programaci & oacute;n equipan a los ni & ntilde;os con habilidades de programaci & oacute;n y apoyan su desarrollo en m & uacute;ltiples & aacute;reas. Adem & aacute;s, el estudio destaca que las incertidumbres en torno a la definici & oacute;n de la programaci & oacute;n, las habilidades que abarca y su integraci & oacute;n en los planes de estudio est & aacute;n disminuyendo gradualmente, con la aparici & oacute;n de marcos m & aacute;s expl & iacute;citos. Si bien existen inconvenientes en las herramientas de inteligencia artificial, el estudio concluye que herramientas como ChatGPT tienen un potencial significativo para contribuir al desarrollo de contenidos para los docentes, ofreciendo recursos valiosos para mejorar la educaci & oacute;n en programaci & oacute;n en la primera infancia. Cette & eacute;tude explore les perspectives de ChatGPT sur l'& eacute;ducation & agrave; la programmation pour les enfants d'& acirc;ge pr & eacute;scolaire, dans le but de fournir une compr & eacute;hension globale pr & eacute;cieuse pour les & eacute;ducateurs en & eacute;ducation de la petite enfance. Une approche d'& eacute;tude de cas instrumental a & eacute;t & eacute; utilis & eacute;e, en adoptant un design de recherche qualitatif et des m & eacute;thodes d'& eacute;tude de cas. Les donn & eacute;es ont & eacute;t & eacute; recueillies & agrave; l'aide d'un formulaire d'entretien structur & eacute; comprenant 93 questions pos & eacute;es & agrave; la version 3.5 de ChatGPT afin d'obtenir des informations approfondies sur l'& eacute;ducation & agrave; la programmation durant la p & eacute;riode pr & eacute;scolaire. Une analyse de contenu a & eacute;t & eacute; r & eacute;alis & eacute;e pour examiner les r & eacute;ponses de ChatGPT, identifiant des th & egrave;mes et codes cl & eacute;s. Les r & eacute;sultats indiquent que les pratiques de programmation dotent les enfants de comp & eacute;tences en codage et soutiennent leur d & eacute;veloppement dans plusieurs domaines. En outre, l'& eacute;tude met en lumi & egrave;re que les incertitudes concernant la d & eacute;finition de la programmation, les comp & eacute;tences qu'elle englobe et son int & eacute;gration dans les programmes scolaires diminuent progressivement, avec l'& eacute;mergence de cadres plus explicites. Bien qu'il existe des limites aux outils d'intelligence artificielle, l'& eacute;tude conclut que des outils comme ChatGPT ont un potentiel significatif pour contribuer au d & eacute;veloppement de contenus pour les enseignants, en offrant des ressources pr & eacute;cieuses pour am & eacute;liorer l'& eacute;ducation & agrave; la programmation en petite enfance. | [Basaran, Mehmet; Tamur, Sabiha] Gaziantep Univ, Fac Educ, Dept Educ Sci, Gaziantep, Turkiye; [Vural, omer Faruk] Sakarya Univ, Fac Educ, Dept Educ Sci, Sakarya, Turkiye; [Metin, Sermin] Hasan Kalyoncu Univ, Fac Educ, Dept Presch Teacher Educ, Gaziantep, Turkiye | Gaziantep University; Sakarya University; Hasan Kalyoncu University | Basaran, M (autor correspondiente), Gaziantep Univ, Fac Educ, Dept Educ Sci, Gaziantep, Turkiye. | mehmetbasaran@outlook.com; omervural@sakarya.edu.tr; sermin.metin@hku.edu.tr; tamur3373@gmail.com | VURAL, OMER FARUK/W-9479-2018; metin, şermin/ABI-5631-2020; Başaran, Mehmet/AAG-5084-2020 | VURAL, OMER FARUK/0000-0002-1520-3762; metin, şermin/0000-0001-5984-6359; Tamur, Sabiha/0000-0001-6894-1243; Başaran, Mehmet/0000-0003-1871-520X | NaN | NaN | NaN | NaN | 90 | 1 | 2 | 14 | 31 | SPRINGER | DORDRECHT | VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS | 0020-7187 | 1878-4658 | NaN | INT J EARLY CHILD | Int. J. Early Child | AUG | 2025 | 57 | 2 | NaN | NaN | NaN | NaN | 575 | 601 | NaN | 10.1007/s13158-024-00411-3 | 0.0 | NaN | JAN 2025 | 27 | Education & Educational Research | Emerging Sources Citation Index (ESCI) | Education & Educational Research | 6VN8V | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:001398678700001 | 0 | 10.1007/s13158-024-00411-3 |
| 5141 | 5141 | J | Morales-Navarro, L; Fields, D; Kafai, YB; Barapatre, D | NaN | NaN | NaN | Morales-Navarro, Luis; Fields, Deborah; Kafai, Yasmin B.; Barapatre, Deepali | NaN | NaN | Assessing changes in thinking about troubleshooting in physical computing: a clinical interview protocol with failure artifacts scenarios | INFORMATION AND LEARNING SCIENCES | NaN | NaN | English | Article | NaN | NaN | NaN | NaN | NaN | Debugging; Troubleshooting; Computer science education; Clinical interview; Assessment; Electronic textiles; Physical computing | COMPUTATIONAL THINKING; DESIGN; EXPLANATIONS; PROGRAMS | PurposeThe purpose of this paper is to examine how a clinical interview protocol with failure artifact scenarios can capture changes in high school students' explanations of troubleshooting processes in physical computing activities. The authors focus on physical computing, as finding and fixing hardware and software bugs is a highly contextual practice that involves multiple interconnected domains and skills.Design/methodology/approachThis paper developed and piloted a failure artifact scenarios clinical interview protocol. Youth were presented with buggy physical computing projects over video calls and asked for suggestions on how to fix them without having access to the actual project or its code. Authors applied this clinical interview protocol before and after an eight-week-long physical computing (more specifically, electronic textiles) unit. They analyzed matching pre- and post-interviews from 18 students at four different schools.FindingsThe findings demonstrate how the protocol can capture change in students' thinking about troubleshooting by eliciting students' explanations of specificity of domain knowledge of problems, multimodality of physical computing, iterative testing of failure artifact scenarios and concreteness of troubleshooting and problem-solving processes.Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit. edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1. Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit. edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do?Originality/valueBeyond tests and surveys used to assess debugging, which traditionally focus on correctness or student beliefs, the failure artifact scenarios clinical interview protocol reveals student troubleshooting-related thinking processes when encountering buggy projects. As an assessment tool, it may be useful to evaluate the change and development of students' abilities over time.1.Pre-unit interview protocol?Scenario 1Interviewer: I'm gonna show you two projects that are not working and I want to ask you to help me figure out how to fix them. I know you have not started the e-textiles unit, but anything you tell me will be helpful. Tell me what you are thinking and to share any ideas you may have so that I can try them later. Here is an e-textiles project that a student in another class is working on. It's not working as intended. [Interviewer shows image (see Figure A1) by sharing a document that the student can annotate. Interviewer reads the notes below the images.]Interviewer: What would be your instructions for that student to fix it? Feel free to annotate the picture, if it's helpful to you, but you don't have to. [follow-up as needed] Remember, we can ask the student to unsew some stitches and open up the toy too. [follow-up as needed] Remember, we can direct the student to look into the code as well. [follow-up as needed] Why did you say that? Scenario 2Interviewer: Here is my Captain America Shield project [show the actual project and share teacher-approved circuit drawing (see Figure A2)]. I also have a simulation of the project so that you can interact with it. Here is how it is supposed to behave [demo how it works! www.scratch.mit.edu/projects/479329018/fullscreen/]: if both buttons are pushed, the outer LEDs (on white ring) turn on, while the inner LEDs (on red ring) do a chase pattern; if Button1 is pushed and Button2 is not pushed, the outer LEDS (on the white ring) are off and the inner LEDs (on the red ring) blink; if Button1 is not pushed and Button2 is pushed, the outer LEDs (on the white ring) blink and the inner LEDS (on the red ring) are off; and if neither button is pushed, then all LEDs are off. Interviewer shares the link [www.scratch.mit.edu/projects/479329018/fullscreen/] with the student and requests that they share their screen.Interviewer: This project isn't working. Can you tell me how to fix it? I can write down steps to do when I go back to my workshop. Talk about everything you are thinking as you look at this project: [follow-up as needed] What do you think could be the causes for each of these issues? [follow-up as needed] How would you fix them? Why did you say that? When I leave, what should I do? | [Morales-Navarro, Luis; Kafai, Yasmin B.; Barapatre, Deepali] Univ Penn, Learning Sci & Technol Program, Philadelphia, PA 19104 USA; [Fields, Deborah] Utah State Univ, Dept Instruct Technol & Learning Sci, Logan, UT USA | University of Pennsylvania; Utah System of Higher Education; Utah State University | Morales-Navarro, L (autor correspondiente), Univ Penn, Learning Sci & Technol Program, Philadelphia, PA 19104 USA. | luismn@upenn.edu; deborah.fields@usu.edu; kafai@upenn.edu; dee2496@upenn.edu | Fields, Deborah/GXZ-6816-2022; Morales-Navarro, Luis/KDN-6301-2024 | NaN | National Science Foundation [1742140/#1742081] | National Science Foundation(National Science Foundation (NSF)) | With regards to Katherine Gregory for support in data analysis. This work was supported by a grant from the National Science Foundation to Yasmin Kafai and Mike Eisenberg (#1742140/#1742081). Any opinions, findings, conclusions or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of NSF, the University of Pennsylvania or Utah State University. | NaN | 55 | 1 | 1 | 1 | 1 | EMERALD GROUP PUBLISHING LTD | Leeds | Floor 5, Northspring 21-23 Wellington Street, Leeds, W YORKSHIRE, ENGLAND | 2398-5348 | 2398-5356 | NaN | INFORM LEARN SCI | Inf. Learn. Sci. | FEB 24 | 2025 | 126 | 3/4 | NaN | NaN | NaN | NaN | 286 | 312 | NaN | 10.1108/ILS-06-2024-0075 | 0.0 | NaN | JAN 2025 | 27 | Information Science & Library Science | Emerging Sources Citation Index (ESCI) | Information Science & Library Science | X5U6E | NaN | NaN | NaN | NaN | 2025-12-30 | WOS:001388694200001 | 0 | 10.1108/ils-06-2024-0075 |